To study, carry out and implement Scientific Outlook on Development, we should update our teaching view, quality view and talent view from the strategic height of educational innovation, keep pace with the times, pay attention to the integration of humanities education and science education, put the quality of talent training in the first place, improve students' comprehensive quality, and make students have both high scientific and technological level and high humanistic quality to meet the requirements and challenges of the new century.
Adhere to the advanced concept of the integration of humanities education and science education.
The focus of Scientific Outlook on Development is development, and the core is people-oriented. At present, the separation between humanities education and science education in middle school education in China is a long-term objective existence, which is manifested in the specialization of employment and the tendency of separation of arts and sciences in middle school due to the simplification of professional disciplines in colleges and universities. The division of arts and sciences in middle schools not only brings biased knowledge to students, but also instills a concept of separating humanities education from science education from childhood, which leads to deviation in students' thinking mode and knowledge structure, resulting in monotonous thinking and narrow knowledge. In middle school education, we should integrate humanities education with science education, consciously cultivate humanistic quality and improve students' comprehensive quality. Professor Li Zhengdao, the Nobel Prize winner, said: "The common foundation of science, art and humanities is human creativity. The goal they pursue is the universality of truth. Pursuing the relationship and balance between science and art, science and technology and humanities is the instinct of human creativity. How to explore this potential instinct of young students is an important task of modern education. " People can see that among many Nobel Prize winners, most scientists in the natural sciences also have high attainments in the humanities and social sciences. These achievements have played an important role in their life's creation and invention.
The basis of the integration of science education and humanities education
Science education and humanities education belong to two different educational thought systems. Science education emphasizes the imparting of knowledge and regards the cultivation of scientific spirit and the development of intelligence as the most fundamental or even the only goal of education. Humanistic education, on the other hand, pays attention to the cultivation of human nature and the shaping of personality, emphasizing that education is a process of guiding and creating human values. So, is there a basis for the integration of humanities and science? In fact, scientific culture and humanistic culture have inherent unity.
(A) the starting point of both is people, and they all take people as their destination.
There are three major problems in life: people and things, people and people, and people and their own lives. Among these three problems, science focuses on people and things, while humanities focuses on people and people themselves. Therefore, science and humanities are essentially derived from the needs of human survival and development. It is only because people face different topics of direct life that two different cultural spirits, science and humanity, appear. Human life consists of two parts: reason and emotion. Science points more to rationality, while humanities points more to emotion. Although human beings can suppress emotions to the lowest level and raise rational components through the efforts of will, the greater the suppression, the greater the rebound, and eventually there will be polarization inversion: highly nervous rationality and emotion will in turn bridge each other and seek balance. Therefore, although the starting point of humanities and science is the same, rational science focusing on solving practical problems cannot cover and replace humanities focusing on solving ethical problems, and vice versa.
(B) the two together constitute a complete value system.
People often regard humanities as a spiritual culture and value system, while science as a pure knowledge system. Humanism is actually a spiritual value system based on "human". Science is a spiritual value system based on "things". Science reflects people's values in its own unique way-scientific language and scientific activities, but this reflection is not as direct and enlightening as other cultural forms. From the essence of value pursuit, science focuses on truth, human nature focuses on goodness and beauty, and truth, goodness and beauty permeate each other. Just as the pursuit of goodness and beauty is inseparable from the pursuit of truth, the science of seeking truth is also closely related to the other two highest values of human beings-goodness and beauty. From the beginning, science contains human's pursuit of goodness and beauty: in essence, science contains the denial of ignorance, evil and superstition, and its purpose is to benefit human beings and realize their value in the universe; Scientific expression, scientific theory and scientific system all have an abstract and cold beauty, which embodies human's profound grasp of the harmony and rhythm of the universe. This beauty of science is "the highest charm in the field of thought". It can be seen that people's pursuit of scientific value embodies the humanistic value orientation. Similarly, the pursuit of humanistic value also contains the orientation of scientific value, which permeates each other and constitutes a complete humanistic value system.
(3) They are interdependent and influence each other.
The progress of science often leads to the revolution of human thinking. Engels once praised Copernicus's immortal works in Dialectics of Nature for changing the spiritual outlook of Europe at that time. We also know that after Darwin's theory of evolution spread to China, it changed China's thought that "the sky remains unchanged, so does the Tao". It can be said that every new discovery and invention of science is changing the material world and the spiritual world of mankind at the same time. Humanities also play an important role in science. First of all, the establishment of scientific research objects reflects people's value tendency. In theory, any natural phenomenon can be the object of scientific research, but in fact, due to the constraints of human subjective conditions, natural phenomena first enter the field of scientific research, and the determination of this order is deeply influenced by human value orientation. Secondly, the acquisition of scientific knowledge and scientific theory is also influenced by humanistic factors. For example, the expression of (language) symbols must have human emotional color and reflect human values. Third, people turn scientific theories into technological achievements only to meet people's needs. In other words, from the perspective of value, man is the starting point and destination of science. Finally, science, as a double-edged sword, cannot be separated from the guidance of human nature. As rabelais said, "Science without conscience will only be the ruins of the soul."
Above, we have demonstrated the internal unity of the two cultures, which is the basis of the integration of science education and humanities education. Because education is to mold people with the existing culture, when we show that the two cultures have internal relations in many aspects, it also shows that science education and humanities education need to be integrated.
Actively explore ways and means to integrate humanities education and science education in talent training.
Promoting the integration of humanities education and science education is not a simple reconciliation of the two, nor a binary addition of scientific orientation and humanistic orientation of education, but a combination of the two at a high level. This combination is all-round, and it is a fundamental change in educational thought, educational value and function, educational system, curriculum preparation and educational practice. Specifically, it is an organic combination of humanities education and humanities, culture and science education under the guidance of Scientific Outlook on Development. It tries to make scientific humanistic education and humanistic education based on science, with the all-round development of people as the highest goal and scientific development as the basis and means. To promote the integration of humanities education and science education, we should pay attention to the reality of education, ensure the integration of humanities education and science education through institutional innovation, and make it truly implemented. The basic ways and methods should be:
(A) changes in educational values
Whether it is humanities education or science education, the first thing involved is the question of who to train. The development of modern society requires that education should not only give people "talent", but also make adults "sex". Einstein once pointed out: "It is not enough to educate people with professional knowledge. Through professional (knowledge) education, he may become a useful machine, but he cannot be a harmonious person. " In order to cultivate "people with harmonious development", we must change the educational concept of only imparting knowledge and establish the concept of "general education" (or "general education"). Contemporary countries are renewing educational values, the essence of which is to pay attention to the unity of scientific quality and humanistic quality. For example, Japan proposed that the educational goal of 2 1 century should be: "1. Broad mind, healthy body, rich creativity, 2. Freedom, self-discipline and public spirit. World Japanese. " This educational goal undoubtedly embodies the requirements of the integration of humanities education and science education. The quality education advocated by the education circles in China since 1990s is to realize the organic combination of science education and humanities education, so as to cultivate people with all-round development. In a word, the transformation of educational values is the key to the integration of science education and humanities education.
(B) Curriculum reform is the basic way to achieve integration
The integration of the two major educations is achieved by changing the original educational content and methods, which are mainly achieved through curriculum reform. This kind of curriculum reform should pay attention to the following two points: first, the educational content should be comprehensive, and humanities and science should not be neglected. Secondly, the "all-round education content" should be realized through the renewal of educational methods and the reform of educational system. The specific methods are as follows: First, give consideration to both science courses and humanities courses, and offer comprehensive courses. The second is to set up activity classes, and the third is to set up elective courses appropriately. The fourth is to attach importance to the "hidden curriculum". In this regard, the measures taken by various countries mainly include: creating a good campus hard environment to make the campus park; Create a beautiful campus soft environment and make the campus full of vitality; Establish harmonious interpersonal relationships and humanize the campus.
(C) the improvement of educators' knowledge structure and the change of thinking mode
First, teachers should improve their knowledge structure. Teachers should not only be familiar with the subjects they teach, but also broaden their knowledge through learning. Teachers should have the ability to integrate knowledge, especially to learn cultural sociology, educational philosophy and modern teaching theory. Secondly, teachers should change the existing way of thinking in a critical spirit, change their narrow and divided way of thinking and establish an integrated way of thinking. This mode of thinking can make teachers look at problems and deal with things more comprehensively and reduce deviations; At the same time, teachers' way of thinking will also have a positive and subtle influence on students, helping them to think about the "fact existence" (scientific way of thinking) and "human existence" (humanistic way of thinking) in real life.
(D) Pay attention to the improvement of teachers' humanistic quality and scientific literacy.
The formation of students' humanistic quality and scientific literacy needs the infection and enlightenment of teachers' personality. Therefore, the first condition for the integration of humanistic education and scientific education is the humanistic spirit and scientific spirit naturally expressed in teachers' words and deeds. Teachers are not only teachers in daily life, but also the education of science and humanistic spirit in classroom teaching. Cultivate teachers, improve their humanistic quality and scientific literacy, and make them "cultural people" who understand philosophy, pedagogy, psychology and behavioral science, thus influencing and enlightening students. Regularly select "Top Ten Teachers" and "Teachers with the Most Satisfied Students", establish the image of teachers' standards, enhance teachers' sense of responsibility and professionalism, thus influencing and educating students, playing a role in the integration of humanities education and science education, and truly implementing the integration.
(5) Actively create a strong cultural atmosphere.
Marx said: "People create the environment, and the environment also creates people." The growth of students and the cultivation of various abilities are inseparable from the environment. Students gain understanding, cultivate interest in learning, develop personality and acquire ability through interaction with the environment. The fundamental reason for thirst for knowledge and training talents is that the school has a cultural atmosphere in which science and technology blend with humanities. The cultivation of humanistic spirit cannot be achieved overnight, and it needs an internalization process. A good atmosphere plays a vital role in promoting internalization. Schools must strive to create a strong cultural atmosphere. In terms of hardware construction, it is necessary to make a reasonable overall school planning, update and increase teaching equipment, and establish some humanistic landscapes. Software construction includes school spirit and various campus cultural activities. In particular, we should pay attention to the role of campus cultural activities in students' growth. Schools can cultivate students' creative ability, organizational ability, coordination ability and independent thinking ability by holding cultural and art festivals and holding competitions such as speeches and English sketches. Encourage the development of student associations, guide students to conduct self-management, self-education and self-development through these associations, and give full play to students' main role; Holding high-quality humanities lectures, high-grade cultural performances and high-level reports can also enable students to accept the influence of humanistic spirit in many ways. Infiltrate the education of national excellent traditional culture and patriotism into all aspects of school education, create a good environment for comprehensively improving students' quality, cultivate sentiment, cultivate humanistic spirit and improve students' comprehensive quality.
(6) Pay attention to social practice and expand the space for improving humanistic quality and scientific literacy.
It is necessary to organize students to go deep into the society in a planned and purposeful way, to understand and understand the society, to participate in the practice of serving the collective, the society and the motherland, to participate in some necessary social surveys, productive labor and scientific and technological services, to experience the excellent ideology and morality of the working people, to learn the humanistic spirit, to cultivate scientific literacy and to promote the all-round development of students. Third, carry out social practice activities. From school to school, from books to books, students lack understanding of national conditions, people's feelings and social conditions, and also lack direct experience of healthy growth. Einstein said: The most important educational method is to encourage students to take practical actions. Carrying out social practice activities can expand the space of humanistic education, deepen classroom teaching and organically combine rational education with perceptual education. Popular community education in Europe and America emphasizes the openness, participation, interaction and coordination between education and community, and encourages students to actively move towards society. Colleges and universities in China should make full use of winter and summer vacations, organize students to go deep into society and enterprises, let them experience the excellent ideology and morality of working people in real life, learn their spirit of hard struggle, thrift and hard struggle, and cultivate students' care and responsibility for society, the country and others. Students can understand and transform society in practice, and at the same time transform themselves to promote their healthy growth.
In short, in terms of personnel training, as long as under the guidance of Scientific Outlook on Development, the school has realized the innovation of personnel training ideas and modes, and truly achieved the integration of humanities education and science education. With this foundation, the quality of talent training in schools can be improved, the school education in China can stand the test of history, be invincible in the fierce international competition, and cultivate a large number of all-round high-quality innovative talents for the great rejuvenation of the Chinese nation.