I. Education

1. The significance of education

Education in a broad sense: any activity that purposefully improves people's knowledge and skills and affects people's ideological and moral development is education.

Education in a narrow sense: school education is a process in which educators exert purposeful, planned and organized influence on the body and mind of the educated according to the requirements of social development, so that their body and mind develop in the direction of social expectations.

2. Educational elements

Keywords educator, educated person, educational content,

Educators are the leading factors in educational activities, and they are the people who bear the responsibility of teaching and exert educational influence. Characteristics, purpose and specialty.

Educated people are the main body of learning, and they are the people who bear the responsibility of learning in educational activities and accept the influence of education in a certain way. It has the characteristics of development and immaturity, plasticity and teachability, initiative and initiative.

The content of education is the knowledge and ideas that educators impart to the educated. Characteristics, purposes and diversity of value, development and form.

The relationship between the three elements: among the three elements, the relationship between educators and educatees is the most important relationship and contradiction in the process of school education.

3. The essence of education

Essential attribute: Education is the activity of cultivating people, which is the fundamental feature that distinguishes education from other things and the qualitative provision of education.

Social attributes: eternity, historicity and relative independence.

There are three views on the origin of education.

Theory of biological origin: Little, the most obvious mistake is to equate animal instinct with education and deny the sociality of education.

Theory of psychological origin: Meng Lu regarded education as a simple imitation, which failed to achieve the purpose of education.

The theory of labor origin: formed under the guidance of Marxist historical materialism, holds that education originated from the productive labor practice of human society. Labor provides objective needs and realistic conditions for education.

5. The development stage of education

Primitive social education: (1) classless; (2) imparting production experience; (3) Carrying out ancient education in the practice of production and life: In the Xia Dynasty more than 4,000 years ago, there were teaching institutions named Yao, Xu and Xiao, and in the Yin Shang and Western Zhou Dynasties, there were learning and traveling. Four books: The Analects of Confucius, Mencius, The Doctrine of the Mean, Five Classics of University: changes in poems, books, rituals and books, and modern education in the Spring and Autumn Period: including capitalist education and socialist education. Capitalist education aims at serving the bourgeoisie to consolidate and safeguard its rule and interests. It is necessary not only to train and select bourgeois notification talents, but also to give the broad masses of working people certain cultural knowledge and cultivate skilled labor. Socialist schools train all-round socialist builders and successors. The basic feature of modern education is the combination of education and productive labor.

Second, the representative works and main educational ideas of famous educators at home and abroad.

Mencius: The word "teaching" first appeared in Mencius with all my heart.

Confucius: Don't be angry, don't be angry, don't be unhappy (enlightenment education, the origin of enlightenment education)

Xue Ji: Committed to education, the world's first monograph on education was started by Duff Zeiss (the principle of inspiration).

Cai Yuanpei: The freedom of thought and the inclusiveness of university spirit are "inclusive, inclusive"

Yang Xianjiang: China's first Marxist educator, New Education Outline, and China's first work on education from a Marxist perspective.

Krupskaya is the first person in the world to discuss education from the perspective of Marxism.

Herbart: He advocates that pedagogy should be based on ethics and psychology. Herbart's general pedagogy is a symbol of the independence of pedagogy.

Thorndike: Founder of Educational Psychology, Educational Psychology.

Comenius: The great teaching theory is the sprout of pedagogy as an independent discipline, which teaches everything to all people (pan-intellectual education), and the basic organizational form of education is the class teaching system.

Dewey: The representative figures of modern education school have three centers: children center, activity center, experience center, democracy and education: education is life, education is growth, and education is the transformation of experience.

Bruner: Discovering teaching and putting forward the theory of subject structure.

Zankov: "Teaching and development", three principles: high difficulty, high speed and theoretical knowledge.

Genschein: model teaching mode (which has great influence on mathematics education)

Theory of Three Represents with Modern Curriculum: Bruner, zankov and Genschein.

Third, the relationship between education and social development.

Pedagogy is a social science that takes educational phenomena and problems as the research object and constantly explores and explains the laws of education.

1. The function of education

Educational function is the various influences and functions of educational activities and systems on personal development and society. Including: 1, divided into individual development function and social development function according to the object of action; 2. According to the nature of action, it can be divided into positive and negative effects; 3. According to the presentation form, it can be divided into explicit function and implicit function.

2. Social productive forces and education

Constraints: 1 The development level of productive forces affects the establishment of educational objectives. The development level of productive forces restricts the choice of curriculum and educational content. 3. It restricts the scale and speed of education development. 4. Restrict school institutions. 5. Restrict teaching methods, means and organizational forms.

Promotion: 1 Education is a necessary means of labor force in production; Education is a means of reproduction of scientific knowledge and technology; Education is a means to produce new scientific knowledge and technology.

3. Socio-political and economic system and education

Constraints: 1 The social, political and economic system determines the educational purpose; 2. Decide the leadership of education; 3. Decide on the right to education; 4. Affect some educational content.

Promotion: 1 Educate and cultivate people with certain class consciousness, and maintain and consolidate certain political and economic systems; By spreading the ideology of the ruling class, education creates certain public opinion, forms social morality and serves the political and economic system; Education does not play a decisive role in the political and economic system.

4. Education and social culture

Restriction: Culture affects the value orientation of education, the establishment of educational purpose, the choice of educational content and the application of educational teaching methods, and culture itself is also an educational force.

Promotion: Education has the functions of transmitting-preserving culture, spreading-exchanging culture, selecting-promoting culture and creating-renewing culture.

Education and population: (1) Population influences the strategic objectives and priorities of education development; (2) Population restricts the scale, speed and funds of education development; (3) The demographic structure affects the educational structure; (4) Population quality affects the quality of education.

Fourthly, the relationship between education and human development.

The restriction of human development on education;

1. Education should follow the order of human development and promote human development step by step; 2. Education should follow the stage of human development and proceed from reality; 3. Education should follow the imbalance of human development and give corresponding education in the critical period of physical and mental development; 4. Education should follow the complementarity of human development; 5. Education should follow the development differences of people and teach students in accordance with their aptitude.

The law of individual physical and mental development

Individual physical and mental development is sequential, phased, unbalanced, complementary and individual differences.

Motivation of individual physical and mental development

Endogenous theory:

The power to emphasize people's physical and mental development mainly comes from people's own internal needs.

1, Mencius: "At the beginning of life, human nature is good", on human nature is good.

2. Freud: Human sexual instinct is the most basic natural instinct and the fundamental driving force for human development.

3. Wilson: "Gene replication" is the essential force that determines all human behaviors.

4. gesell: "The Theory of Maturity Effort", Maturity mechanism plays a decisive role in the period of human development, and the ladder climbing experiment of twins.

5. Hall: "One or two legacies are worth a ton of education."

6. Gordon: the representative of "eugenics"

External Shuo theory:

People's development mainly depends on external forces, such as the stimulation and requirements of the environment, the influence of others and the education of schools.

1, Xunzi: "At the beginning of life, there is an inherent vice."

2. Locke: "Whiteboard"

3. Watson: "Give me a dozen healthy babies, regardless of their ancestors, and I can cultivate them into all kinds of people at will."

4. Skinner: Based on Watson's point of view, human behavior and even personality can be shaped, changed, controlled or corrected by strengthening or punishing.