However, in the current education theory and practice, there is a tendency to confuse the people-oriented education view with the humanistic education view, which affects our correct grasp of the humanization of education. Under the background of building a harmonious society, humanism is favored because of its emphasis on human irrationality, subjectivity and transcendence. Some theorists try to draw nutrition from humanistic philosophy and humanistic psychology in order to respond to people's demand for humanization of education in the new period, and think that it is equal to "people-oriented" to interpret basic education reform from the humanistic perspective or take it as the philosophical or psychological basis of education reform. As we all know, there are essential differences in educational views based on "people-oriented" and "humanism". If the similarities and differences between them are not clarified, it will inevitably affect the development of educational theory and practice, and also affect our correct understanding of educational humanization.
There are some connections and similarities between people-oriented education view and humanistic education view. On the one hand, both are aimed at people. The humanistic education view opposes taking people as "means" and "tools", thinks that education cultivates complete people, and emphasizes that the purpose of education is "self-completion", "self-generation" and "self-realization" of people. The people-oriented educational concept emphasizes that the healthy development of students' body and mind is the ultimate goal and destination of all educational activities, and its fundamental motivation is to promote the all-round development of people for the needs of students' development. On the other hand, both of them attach great importance to students' subjective role. Humanism regards subjectivity as a kind of self-transcendence ability from the origin of life, and even puts people at the center of philosophy, emphasizing that subjectivity does not exist as an isolated existence, but exists with others. Therefore, it attaches great importance to Socratic education, and believes that only in this kind of education can teachers and students treat each other honestly and play their respective main roles, which is more conducive to the development and self-realization of students' potential. People-oriented educational philosophy also attaches importance to students' dominant position, emphasizes that students are the starting point of education, and requires real respect, care and understanding of students. It can be seen that both "people-oriented" and "people-oriented" educational concepts emphasize the role of people and highlight the main position of students in education.
Although both educational views emphasize students' dominant position and "people-oriented", they both have distinct humanistic colors and reflect and criticize the reality. However, due to their different philosophical foundations, one is an educational view based on abstract humanity, and the other is an educational view based on historical, realistic and practical humanity, which are essentially different. Mainly in the following two aspects:
On the one hand, they are different in dealing with the relationship between personal development and social development.
The philosophical basis of humanistic education view is the humanistic philosophical trend of thought juxtaposed with the so-called scientism in modern philosophy, and the humanistic psychology produced under the influence of this philosophical trend of thought. In education, it is emphasized that the goal of education is to cultivate "complete people", realize self-realization, form perfect human nature and fully develop human potential, which requires school education to create a free psychological atmosphere. But their so-called "human" or "humanity" are both human and "humanity" in the abstract sense, which separates the relationship between students' individual development and social development. In the view of humanism, schools should be places where students can do whatever they want. Only in this way can people's excellent "innate potential" be brought into full play. In the relationship between teachers and students, the humanistic view of education advocates "student-centered", pays attention to "experience", advocates "non-guiding teaching" and emphasizes the free development of students. Compared with the view of teachers' dignity, it is undoubtedly of positive significance to interpret the relationship between teachers and students from the perspective of personality and emotion. However, their "self" and "self-realization" are divorced from the "individual" and "individual realization" of social relations and are completely above the group law. Therefore, these views are one-sided. The humanistic education view fundamentally ignores the important influence of social environment and school education on students' development. In addition, critics criticized the overemphasis on individual needs and the lack of necessary responsibility for social needs. [4] In fact, the relationship between personal development and social development should be dialectical unity, which is the meaning of the people-oriented educational concept and the humanization of education.
People-oriented educational concept is based on realistic and living people. Man is first of all a biological existence, which is the material basis of man's existence, while man is a social existence, and everyone can't get rid of his social and cultural relationship, which is the social essence of man. Marx thought: "The essence of man is not an abstract thing inherent in a single person. In reality, it is the sum of all social relations. " [5] No one exists in isolation. He must belong to a family, a region or a country. He is always influenced by political, economic, cultural and other material or spiritual aspects in a specific social background, and gradually forms a social individual with unique personality in adapting and surpassing the environment. People-oriented educational concept clearly sees the significance of social development to education and human development, fully understands the influence of education and environment on human development, and emphasizes the dialectical unity relationship between human development and social development, which is undoubtedly beyond the humanistic educational concept.
On the other hand, they are also different in dealing with the relationship between scientific cognition and student development.
Humanism believes that reason can only understand phenomena, and to grasp the essence of human existence and the existence of the universe, only relying on irrational intuition and emphasizing intuition and inner experience is the way to understand things. Existentialism fundamentally opposes scientific rationality, believing that people pour into an object not only thinking, but also personal feelings such as disgust, loneliness, fear and anxiety, thus denying the value and significance of irrational factors such as science and rationality, and paying attention to inner freedom and blind action in life. They believe that the study of scientific knowledge will inevitably lead to the alienation of people, which is not conducive to the development of students as "complete people." The humanistic education view based on this is based on the fear, anxiety and resistance to the development of modern society and science and technology, which sets modern science against the development of human personality and separates human development from society and science and technology. However, this limits the understanding of educational value from the humanistic educational view. Due to the lack of realistic perceptual foundation, people's life and practice can not be correctly explained, which leads to the loss of people's world outlook and values, and also makes the humanistic education concept lack practical significance and operability.
People-oriented education sees the importance of science and technology to national and individual development under the background of modern industrial society, and emphasizes the core position of knowledge in education, teaching and student development. As mentioned above, the "person" in the people-oriented educational concept is not an abstract person, but a person living in a specific era background. In the modern society where "science and technology are the primary productive forces", the human world has become scientific, and people who don't understand science will not survive anywhere. The teaching of scientific knowledge plays a key role in the development of the country and students. The basic function of imparting knowledge in school education has not changed in the past or now, which is also the law and significance of school education. In modern education, there is no doubt about the close relationship between scientific cognition and students' development.