According to the dual arduous tasks of system transition and social transformation faced by China's economic development and social progress, and on the basis of drawing lessons from international advanced experience and Scientific Outlook on Development, the China government has clearly put forward a new development model and education development strategy for China, namely, realizing two changes in economic and social development, moderately developing education ahead of schedule and taking the road of sustainable development. This is a forward-looking development idea suitable for the actual situation in China, which will have an immeasurable positive impact and leading role on economic development, social progress, revitalization of science and technology education, overall improvement of citizens' quality and construction of a well-off society. Under the guidance of this strategic thought, China has made various major decisions, adjustments and reforms in education for more than ten years. With the rapid development of the whole education, the level of education has improved rapidly, the number and scale of schools have expanded geometrically, and educational resources have been concentrated and gathered rapidly. All sectors of society have placed extraordinary hopes on school education. Not only that, the support for education from all walks of life is also growing, parents' enthusiasm for education is growing, school education at all levels presents a good development trend, and people's evaluation and trust in school education is increasing day by day. It should be said that the emergence of this situation is a blessing for the country and the nation, and it is a powerful guarantee for the country's rise and national rejuvenation. China's education can achieve such a leap-forward development from a low starting point in just a few years, which is really a song for a big and poor country like ours. However, while the whole people are committed to running schools and school education has achieved unprecedented development, we can't avoid another realistic problem, that is, in such an atmosphere that both society and individuals can't live without education all the time, a feeling of blindly praising the role of school education and superstitious about its lack of rational thinking or understanding is also growing. At present, many people hold this incomplete view.
It is a good thing to fully realize the important role of school education and give strong support to its development, but it is a biased understanding to think that school education is the whole connotation or essence of modern education, which is not conducive to guiding the development of macro education in the new period and handling the relationship between school education and other forms of education. For school education and its function, we should take a dialectical view of dividing into two. In fact, while school education bears a greater positive mission than ever before and releases greater efficiency, some of its own shortcomings and limitations also appear at the same time and are magnified under the new conditions. It is the lack of school education that has caused some people's dissatisfaction and doubts about school education. They are saddened to see that the model school education "sacrifices the spirit", "molds people according to the standardized model" [1](P99), and "locks thousands of children in a big house like a military camp, regardless of their physical strength, different physiological needs and intellectual differences, and gives all children four or five kinds of spirits indiscriminately and uniformly every day. [2](P35) As a result, "students' originality is gradually destroyed, and they are repeatedly indoctrinated to obey others' opinions meekly, otherwise they are cranky. This situation has caused more harm than the rule of customary beliefs in the past. " [3](P3 18) Under such education, "only those who can adapt to the popular mode (through their temperament and ability) can benefit from it. Others are either barely qualified, or sheltered in their dreams, or turn to comfort and assurance, but in the end they are miserable and fall into the ranks of poor students. " [4](P 132) Some critics hate this kind of education, accusing that "modern education is killing a lot of geniuses". [5](P50)
The author believes that the limitations of school education can be divided into absolute limitations and relative limitations in addition to the above discussion and classification. The former refers to the disadvantages when school education becomes itself; The latter refers to the deficiency of taking other things as the frame of reference compared with other forms of education.
Second, the limitations of contemporary school education analysis
First of all, the arrival of the information age has weakened the role of school education in the whole social education pattern to a certain extent, thus fading out the position of school education in the whole education system. An important mission of the school is to carry knowledge dissemination, although it also shoulders knowledge innovation, but the latter is far less than the former, especially the general school of non-research colleges. Its main function is the former, that is, to concentrate the intellectual achievements created by other disciplines and pass them on to the educated. With the advent of the information age, the collection, collation, processing, dissemination and even innovation of information and knowledge are characterized by two-way, interaction, openness and diversification. Maybe a person doesn't study in a formal university town, but in the information age, it doesn't necessarily mean that he can't receive higher education because of the barrier of material brick walls; Maybe a person has no chance to meet scientists, but it doesn't mean that there is no possibility of communication between them. The arrival of the information age, on the one hand, makes it possible for schools to enhance their ability to disseminate knowledge and better accomplish their basic mission, on the other hand, it also means that the educated may not have to "study at school", because the era of harsh teaching environment like that faced by Lincoln is gone forever. With the advent of the information age, it is very convenient to acquire knowledge and information, just like driving your own car lightly on the highway. Any virtual open space is always ready for learners to absorb rich nutrition infinitely and efficiently. It can be said that the arrival of the information age will greatly reduce the number of people who cannot obtain information and receive education due to material reasons. In the information age, there will only be people who are unwilling to learn and make progress, and there will be no more people who will not learn and make progress.
The arrival of the information age is also conducive to the formation of a learning society and to overcoming the staged disadvantages of traditional school education. Educational equity will not disappear naturally in the information age. In fact, the fairness of education will be manifested in different forms of digital information possessed by different social groups in the information age. The construction of information superhighway will lead to the unsynchronized construction progress due to the unbalanced possession and investment of physical resources in various places, which will cause the digital divide between various places, especially developed areas and underdeveloped areas. However, the expenditure to make up for the gap in digital construction in various places must be much less than the expenditure to solve the imbalance in the possession of material education resources in various places. Building an information superhighway with less investment will greatly promote the formation of a learning society, thus making lifelong learning possible. With the help of the internet, "every citizen can freely obtain various means of learning, training and cultivating himself under any circumstances." [6](P203)
In the pre-information age, university teaching has always been the dominant mode of education. Only by giving instructions to the teachers and apprentices in the college can we complete the task of one-way education and information transmission. Without school education, we can't get the knowledge and information we need. The history of educational development at all times and all over the world has proved this point. In medieval Europe, because learning was in the church, the only choice was to become a monk. During the period of slavery in China, learning in the government and acquiring knowledge became the business of rich children, not brown people. In feudal China, although folk education and private school education developed under the advocacy of Confucianism, according to the situation at that time, there were no certain material resources to get education opportunities
Quantity is not enough, so education is still inseparable from places like Jiaoyuan. However, in the information age, we can see that the latest knowledge, theory and technology are generally published and disseminated on the Internet first, and network communication is favored by more and more holders of knowledge and technological innovation because of its superior social influence. In this society, every occasion and every corner may become a place for self-improvement, which will surpass the embarrassment that learners can't leave school in the pre-information age or materialistic period. "Educational opportunities go far beyond the traditional learning space-schools, and extend to families, workplaces, libraries, art galleries, museums and science centers, and even places where work and life can develop and mature." [7] Therefore, with the advent of the information age, if the innovation ability of research universities has not been weakened or even strengthened, then the overall function of spreading knowledge in schools has been relatively weakened to some extent. With the advent of the information age, it is possible for more and more people to break away from the formal educational restrictions of schools.
Secondly, with the continuous implementation of the strategy of rejuvenating the country through science and education and the progress of society, the role of family education and social education is further highlighted, while the role of school education is relatively declining. Driven by the new scientific and technological revolution, the development speed of today's society is showing a state of rapid development. At present, China's social form is in a continuous transition period, that is, from a traditional static society to a dynamic modern society. In this process, social control is constantly relaxed, social structure and social life are increasingly diversified, and the level of social material civilization, spiritual civilization and political civilization is improved, which echoes the development of individuals on the basis of the growth of social material and spiritual wealth and the improvement of personal quality. Living and surviving in such a society, any individual will be deeply and widely influenced and restricted by society (but it is no longer the kind of control that limits the exertion of individual value), and the educational function of society will rise. In a society with infinite depth and breadth of reality, any living individual can absorb immeasurable useful knowledge and information, and can be organically combined with social practice to realize the processing, arrangement and even innovation of knowledge and information, and the truth judgment of "society is a big classroom" is more strongly demonstrated.
The educational cause of human society has experienced a process from chaotic integration with other social undertakings to separation, and then to becoming a special cause or occupation. Education is outstanding because of the needs of the early development of human society and the low quality of people at that time. When the progress of human society reaches a new and higher level-all aspects of social life may become educational materials because of its "humanization", and can be understood and accepted by educated people whose individual qualities are constantly improving, education may return to society itself from other kinds of kingdoms formed by separation, and this return will be more and more, if not all, and the proportion will be larger and larger. In real social life, we can see that even though great progress has been made in education, there are still many people who cannot receive formal school education due to various subjective and objective reasons, but this has not hindered their success in career and smooth socialization in personality. In fact, these people make up for and replace their shortcomings in school education by learning directly from society and receiving education in social classes. Even the knowledge and information they have obtained in society cannot be provided by school education. (The improvement of school education and social civilization makes society itself not only an object that people need to study and study seriously, but also a huge treasure house, which can provide endless knowledge for learners freely and intentionally. Consciously exert and make full use of the function of social education, actively and consciously promote social education to actively cooperate with school education under the condition of continuous improvement of social civilization, and even appropriately let social education "occupy" some areas and contents of traditional school education, or return those social classes that should not be carried by schools to society itself, which conforms to the law of negation of Marxism.
In addition, from a historical point of view, we find that under the background of adhering to the party's educational line and vigorously implementing the strategy of rejuvenating the country through science and education, hundreds of millions of families in China have improved their own quality and enriched their functions, including the educational function of families. Now, almost all parents realize that education investment is the most strategic investment, and family investment in education has indeed become a major investment project for families. However, this is only one of the highlights of the function or role of contemporary family education. The educational function of contemporary families is also reflected in the direct development of education by each family. Due to the accumulation after the founding of the People's Republic of China, especially the rapid development of education and science and technology in the last decade, a considerable number of people in China have obtained systematic school education at all levels, a considerable number of families have the ability to educate their family members, especially their children, and a considerable number of parents have carried out scientific family education and self-education for their children, which will reduce the infinite dependence of families and parents on school education in children's education affairs and cultivate a new generation of social talents through family education. From the actual situation, a considerable proportion of families in China attach great importance to family education, and some successful families have emerged in family education. In family education, generally speaking, urban families have more advantages in resource possession and pay more attention to it than rural families. Whether it is educational content or educational methods, family education has some aspects that school education can't play. This is an irreplaceable advantage of family education.
For example, marriage and family education in the family is more effective, more lasting and more effective than relevant education in schools. In some modern nuclear families, we can see that parents with rich knowledge and information actively educate their children and prepare necessary material resources and facilities for self-education in the family. Using these tangible and intangible resources, we can realize the function of family education. Family education, as an important part of modern education, has not been replaced by school education or vocational education because of the increasingly fine division of labor after the continuous development of society. On the contrary, in contemporary times, family education has also obtained material conditions and opportunities to further strengthen its role.
Finally, after analyzing the relative limitations of the above-mentioned school education functions, we should also see the absolute limitations of school education. With regard to the absolute limitation of the function or function of school education, this paper puts forward one or two immature new understandings only from the characteristics of school education and the characteristics of the new era.
1? The absolute limitation of school's educational function is first manifested in the selectivity of educational administrators. School education cannot be without the selectivity of supervisors. The choice of educational goals, educational contents and even educational objects have certain value judgments. Selectivity is the premise of defining the scope of school education and ensuring the realization of school education under specific time and space conditions. If the principle of selectivity is excluded from school education, school education will not go on normally and smoothly, and it will lose its way. The persistence of school education in selectivity may lead to the ineffectiveness of this form of education to a certain extent, which may be great in quantitative analysis. For example, most of the professional knowledge accepted by an educated person in school can not be applied to work practice and become "dead" and "useless" knowledge and information. This ineffectiveness in school study or education actually leads to a waste of educational resources allocation, which is a pity in view of the national conditions of large-scale education in poor countries in China. There is a certain degree of antinomy between the selectivity of school administrators and the ineffectiveness of education.
Moreover, the absolute limitation of school education function is also manifested in the objective lag of school education. School education is a special form of social education. The separation of school education from other social undertakings can ensure the independent development of school education and improve its level, but it also becomes a fatal switch for school education to deviate from its mission and always exist in the development of school education. At any time, school education should take the innovation of knowledge and information as its own responsibility and cultivate useful talents in society. To accomplish this mission, school education must keep close contact with society, keep track of the pulse of social beating, and carry out education from the perspective of social usefulness. However, the neutral position of school education makes school education not always dance with the development of society. Social life may have changed significantly, and school education may not have absorbed these fresh experiences; The development of society may put forward a new topic of the times, school education may still be on another track, and so on. On the contrary, school education may
Educated people instill a lot of information, but all of them mislead children because of obsolescence or fallacy. This is some bad consequences caused by the lag of school education.
2? The absolute limitation of school's educational function is also manifested in its lagging response to social educational needs caused by its closeness. As an inevitable defect of school education since its birth, closedness refers to its self-inclination of refusing to interact with other social components such as information and personnel, even though it comes from the social system, that is, it always tends to be a relatively independent kingdom. The problem of slow response to educational demand here is manifested in the disharmony between the educational supply provided by the school and a large number of educational needs outside the school. In short, it is an inertia of school education. Generally speaking, school education does not always adjust itself and adapt to the latter in a positive state when facing the educational needs of society. Although this seemingly "neutral" attitude sometimes has some value, such as the university spirit that people admire, it is generally not conducive to the promotion of school education to social development.
Three. abstract
Although the United States produced a radical "unschooling" trend of thought as early as the 1960s, some scholars in China believe that this trend of thought is "reasonable behind the absurdity". [8] Some scholars even believe that "limited school education cannot meet the requirements of modern society to improve the quality of the whole nation, and even it can be said that even if professionals are trained, they cannot rely entirely on school education." [9] But we study the limitations of school education, not to fundamentally deny the dominant position of school education. In the above article, the author insists that school education is still in the main position in the contemporary education system.
We study the limitations of school education function in order to make everyone (whether professionals or others) have a comprehensive and dialectical understanding of the function of school education, and always adhere to the banner of rationality when analyzing, considering and dealing with school education problems. Although the country has put forward and tried to implement the strategy of rejuvenating the country through science and education, many of us have narrowed the extensive extension of education when understanding this strategy, intuitively understood that education is school education, unconsciously ignored other forms of education, and obviously favored the former in dealing with the relationship between school education and social education, family education, passive education in schools and active self-education of the educated.
In fact, this subjective and arbitrary view will affect or dissolve the release of some positive functions of school education because it does not properly handle the relationship between school education and other forms of education. Since education is a big social undertaking, it should be viewed from the perspective of sociology. Promote the rapid development of school education with national strength, consciously do a good job in social education for a wider group under the background of socialist spiritual civilization construction, and consciously do a good job in family education while building socialist morality. On the premise that the information age has arrived, we should do a good job in the active self-education of the educated. In short, it is the original intention of this paper to adhere to the concept of modern big education and prevent misunderstandings and deviations in social education.
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