1. Short answer (each small question 15 points, 60 points in total)
1. Briefly describe the types and compilation characteristics of Mongolian textbooks in ancient China.
A: The main types of textbooks for Mongolian education are literacy textbooks, poetry textbooks, famous materials textbooks, history textbooks and moral education textbooks. Its writing features are: (1) integrating ideological education and other kinds of education into literacy teaching, so that children can be educated while they are literate and gain more knowledge. (2) Consider children's interests and characteristics. (3) Pay attention to the connection with daily life. (4) Pay attention to the characteristics of Chinese characters.
2. Briefly describe the main contents of Zhu's reading method.
Answer: (1) Step by step (2) Read carefully (3) Swim with an open mind (4) Observe yourself (5) Work hard (6) Maintain respect and persevere.
3. Briefly describe the educational viewpoint of the essentialist education school.
A: We emphasize the importance of "ethnic experience" or "cultural inheritance" on the issue of education, and believe that the experience of most people tested by history is more meaningful than personal experience. There are "all kinds of best things in culture" and "a basic knowledge core" in human heritage, that is, common and unchanging cultural elements. It includes all kinds of basic knowledge, skills, traditional attitudes and ideals, which everyone must learn. The main task of the school is to teach the younger generation the common elements of these cultures. Emphasis is placed on systematic learning with discipline as the center, and it is advocated to restore the position of each discipline in the educational process and to compile teaching materials in strict accordance with the logical system. It is believed that Latin, algebra, geometry and other subjects with special value to the cultivation of students' spirit should be regarded as general compulsory subjects in middle schools. Pay attention to the cultivation of intelligence, advocate the improvement of intelligence standards, give full play to the authoritative role of teachers, and students who are not interested in factor learning should be forced to learn.
4. Comments on the main contents of the National Defense Education Law.
A: The federal government of the United States promulgated the National Defense Education Act on September 2, 1958. The contents include: 1 strengthening the teaching of "new three arts" in ordinary schools, that is, natural science, mathematics, modern foreign languages and other important subjects; It is required to update the teaching content and improve the teaching level of these subjects; Establish a science laboratory for the school; Establish a foreign language teaching center and strengthen audio-visual teaching equipment; 2. Strengthen vocational education; 3. Emphasize "gifted education"; 4. Allocate a large amount of education funds. The promulgation of the National Defense Education Act is a milestone in the history of American legislation. A large amount of investment in education is conducive to improving the quality of education, rapidly increasing the enrollment rate of primary schools and greatly accelerating the popularization of secondary education. This law has also played a great role in cultivating American scientific and technological talents.
II. Discussion (20 points for each small question, 40 points in total)
1. Confucius' moral education thought and its modern value
A: The name of Confucius (55 BC1-479) was Zhong Ni. Confucius was the founder of Confucian School, a great thinker and outstanding educator in ancient China, and the first person in private school in China. He made an indelible contribution to the development of ancient culture and education in China. His Confucianism has had a far-reaching influence on the history and culture of China, the whole oriental culture and even the whole world culture.
With the establishment of market economy in the world and the in-depth development of economic globalization, various ideological trends are constantly emerging. At the same time, some decadent and backward ideas are also affecting people's world outlook and values, and people's value orientation has become diversified. During this period, Confucianism represented by Confucius has been recognized and valued by modern people again, which can be seen from the establishment of Confucius Institutes around the world and the simultaneous worship of Confucius around the world.
In Confucianism, moral education plays an extremely important role in the whole ideological system of Confucius, especially in the whole ideological system of education and teaching. "If you have spare capacity, study literature." Confucius attached great importance to moral education and put it in the primary position of cultivating talents.
The core of Confucius' moral education thought is "benevolence", based on "filial piety" and "filial piety" and taking "ceremony" as the standard. "Benevolence" refers to the relationship between people, that is, the truth and norms of being a man, the highest criterion of being a man, and the main category of Confucius' moral education thought. "Benevolent, love it." "Self-denial is benevolence" (The Analects of Confucius, Yan Yuan), "Benevolent people, it is difficult to say benevolence first." These statements are all Confucius' explanations of the meaning of "benevolence". Benevolence is the noblest moral quality that Confucius requires to cultivate students. This quality contains almost all the good virtues that people should possess. In modern society, perfect personality undoubtedly has an important influence on people's all-round development and people's adaptation to modern society, especially the virtues he advocates, such as honesty, trustworthiness, gentleness, courtesy, frugality and compromise, which have a positive effect on building an honest and harmonious society.
Filial piety is Confucius' moral standard in dealing with family relations. Confucius demanded: "Disciples are filial when they enter, and filial when they leave. They are sincere and believe, they love others and are kind. " In other words, you should be filial to your parents at home and respect your brothers outside. Confucius' moral education thought requires people to honor their parents, respect the old and love the young. The family is the basic unit of society. The principle of family members living in harmony advocated by Confucius, if placed in the country, will promote the harmony of interpersonal relationships and help establish a good social order. Harmonious interpersonal relationship is also the external expression of collective cohesion. The stronger the cohesion, the more people can understand each other and live in harmony, which plays an important role in establishing patriotic consciousness and spirit.
Ceremony is the expression of "benevolence". Confucius asked students to abide by social morality and living standards. "If people are ruthless, such as courtesy? People are heartless, so what are you happy about? " In Confucius' view, "benevolence" is the basis and content of "ceremony", and "ceremony" is the form of "benevolence". They are interdependent and inseparable. On the basis of long-term moral education practice, Confucius summed up a set of principles and methods of moral education, including perseverance, caring for the poor, putting yourself in others' shoes, self-denial, introspection, following good advice, and matching words with deeds. For example, "the benevolent wants to stand, but wants to succeed." It can be said that the benevolent side is already there. "Confucius asked his disciples to be considerate of themselves and others, and to eliminate contradictions and conflicts in the interaction of mutual assistance and mutual accommodation. After more than 2,000 years of inheritance and development, the thoughts and spirit contained in a series of methods of Confucius' guiding self-cultivation can cross the boundaries of time and space. Today, we can inherit and learn from the excellent parts, which is of far-reaching significance for improving the weak links of school moral education, conforming to the development trend of education and promoting quality education. We should further develop, absorb and learn from its advanced and reasonable parts, and make full use of them to promote the development and deepening of moral education in modern schools, especially for students in normal universities. This will greatly improve the quality of teachers, promote the quality of education, and then promote the ideological and moral quality of the whole nation.
As the core of Confucianism, Confucius' moral education plays an important role in all aspects of our modern society, especially in human development. We can inherit and carry forward these traditional ideas today and promote the progress of the whole human society.
2. On Dewey's progressive education thought
A:/kloc-the old education that came out of the colonial feast was popular in the 0/9th century. Coupled with the gradual rigidity of Herbart teaching method introduced from Germany, the school at that time lacked vitality. Dewey (1859- 1952), an American pragmatic educator, was a reformer of traditional education and a pioneer of new education at that time. He advocates starting from children's nature and promoting children's personality development.
(A) Education is "life", "growth" and "experience transformation"
Education can transmit the accumulated experience of human beings, enrich the content of human experience, and enhance the ability of experience to guide life and adapt to society, thus maintaining and developing social life. Broadly speaking, it is the education that individuals contact and interact with others in social life, gradually expand and improve their own experience, develop moral quality and acquire knowledge and skills. Because transforming experience must be closely combined with life and transforming experience can promote personal growth, Dewey summed up "education is life", "education is growth" and "education is experience transformation".
(B) Aimless education theory
In Dewey's mind, in an undemocratic and unequal society, education is only the purpose imposed on the educated by external forces. A democratic society is different. We should pursue the theory of aimlessness. In fact, in the era of class struggle and proletarian revolution, Dewey emphasized the effectiveness of education in improving society, and the bourgeois nature of Dewey's teleology of education is obvious.
"School is society"
Dewey believes that people's participation in the real life of society is a proper way to grow physically and mentally and transform their experience. Therefore, teachers should turn the classroom of imparting knowledge into a paradise for children's activities, guide children to actively participate in activities, unconsciously develop moral character and acquire knowledge in activities, and realize the transformation of life, growth and experience.
(D) Teaching theory
Based on the theory that education is the transformation of life, growth and experience, Dewey attaches importance to teaching materials and teaching methods. Make a statement different from the traditional concept.
1, in the choice of teaching materials, Dewey proposed that "the real center of the relationship between school disciplines is not science ... but children's own social activities." Specifically, the school arranges all kinds of homework and introduces basic human things into the school as teaching materials.
2. In teaching methods, Dewey advocated "learning by doing". He believes that the knowledge that children gain by attending classes and reading books instead of activities is illusory.
(E) the theory of moral education
Dewey said: "Morality is the highest and ultimate goal of education." "Moral process and educational process are unified." Dewey believes that moral education plays an important role in education. Dewey strongly emphasized that morality is the force to promote social progress. In practice, Dewey first advocates "cultivating children's moral quality through activities", and then requires combining intellectual education to achieve the purpose of moral education. Moreover, he attaches great importance to the moral education function of educational methods.
(6) Child-centered theory
Dewey put forward the idea of "children-centered" in the process of criticizing the old education, that is, "innovation" in the process of "dilapidated". In Dewey's view, in traditional education, "the focus of the school is outside the children, on the teachers, on the textbooks, wherever you are happy, not in the children's own immediate instincts and activities", and the textbooks are "the main representatives of past knowledge and wisdom" and "the teachers are the bodies that effectively connect students with textbooks, and the teachers are the spokespersons for imparting knowledge and skills and implementing the code of conduct". Therefore, the disadvantages of traditional education are obvious: "Traditional lesson plans are essentially instilled from above and outside. It imposes adult standards, teaching materials and methods on children who have just grown up and matured. The gap is so great that the prescribed teaching materials, learning and action methods have nothing to do with children's existing abilities. ..... Although excellent teachers want to cover up this compulsion with artistic skills to alleviate the obvious rude nature, they must instill it in children. " Because traditional education focuses on teachers and textbooks rather than children's instincts and activities, it can only "train", "guide and control" and "brutally suppress" children. [4] The way to get rid of this drawback is to shift the focus of education. "The change that will happen in our education is the shift of focus. This is a change, a revolution, and also the kind of revolution that Copernicus turned the center of astronomy from the earth to the sun. Here, children become the sun, and all measures of education revolve around them; Children are the center and educational measures are organized around them. " [5] Shifting the focus of education from teachers and textbooks to children is Dewey's "new education" (or "progressive education"), that is, "child-centered" education.
The above-mentioned series of educational viewpoints seem to have a common root. This root is Dewey's philosophy, society and methodology. The following analyzes the characteristics, advantages and disadvantages of the above-mentioned series of educational viewpoints from several aspects.
(1) Dewey, according to his philosophical views of pragmatism, empiricism and experimentalism, opposes the far-fetched division on such issues as religion and society, education and growth, education and experience, education and life, experience and science, thinking and experience, purpose and means, teaching materials and methods, cultural education and vocational education, natural science and humanities, individual and world, interest and training, etc. This has a positive impact on overcoming the one-sidedness of various traditional views. On the other hand, due to the one-sided emphasis on the unity between things and the lack of clear distinction, on different issues, in different periods, showing a tendency to ignore.
(2) From the viewpoint of democratic society, Dewey highly praised American democratic tradition and democratic society, and always advocated transforming education with democracy. This overcame the rude individualism and totalitarianism at that time, which undoubtedly had a progressive effect, but at the same time it also had a great negative effect, which was manifested in: based on the viewpoint of social evolution, he idealized American democratic society, denied class, class struggle and violent revolution, denied class and national inequality in American society, and called for common interests, common welfare, equal opportunities and democratic participation in vain.
(3) Dewey devoted himself to reforming old education and establishing new education according to the American industrial revolution and the great changes in science, technology, culture and social life. Dewey's contribution to overcoming the disadvantages of naturalism, retro-ism, teacher-centeredness, and the separation of education from children and society is recognized, but he failed to correctly treat and inherit the precious heritage of traditional education-emphasizing the traditional intellectual training of scientific knowledge, giving full play to the leading role of teachers and the important educational role of students.
(4) The product of Dewey's theoretical exploration and experimental verification in the fields of philosophy, psychology and pedagogy in recent 20 years is the perfect combination of breadth and depth, abstraction and concreteness, and theory and practice. However, there are still many inaccurate and suspicious views that need to be discussed.
The history of the progressive education movement in the first half of the 20th century generally shows the progressiveness and negativity (and reactiveness) of Dewey's educational thought. Since the19th century, the United States has gradually developed into the first industrial country in the world, but the opposition between rural areas and cities, old residents and new immigrants, Protestantism and Catholicism, proletarians and capitalists, imperialist countries and imperialist countries, and the United States and the Soviet Union still constitutes a social crisis. Dewey envisaged to overcome this crisis and establish a "new order" in the United States and the international community by propagating traditional American democratic concepts and reforming education (the first tool). Dewey followed the trend of new education at that time and advocated reforming old education and establishing new education, with the overall goal of liberating children and transforming society. Dewey's educational theory is the banner of the vigorous American progressive education movement since the19th century, which shows that Dewey's educational thought meets the needs of the times. However, from beginning to end, the progressive education movement has encountered challenges from schools such as eternalism and essentialism. They accuse progressive education of not attaching importance to basic subjects and knowledge transmission, and neglecting intellectual cultivation. Because of ignoring the important role of setting educational goals in education, it has also been challenged by the progressive movement. For example, Brameld believes that school education is largely dominated by social and cultural efforts, so it is necessary to re-set educational goals. Later, Brameld played the banner of "reformism". After the successful launch of the Soviet artificial earth satellite 1957, progressivism was criticized more widely and severely, and even the backwardness of American science and technology and national defense was attributed to the progressive education movement, which set off the climax of curriculum reform. In the 1960s, there was a tendency to re-evaluate Dewey in the United States, and Dewey was re-affirmed. It has been a long time. Dewey's educational theory enjoys authority in the United States and internationally. Today, Democracy and Education, together with The Republic and Emile, enjoys the honor of educational treasures and is regarded as a key to understanding the practice and theory of the new educational movement in the United States and internationally.
19 19 May 10 to192/KLOC-0 July/2008 10, Dewey visited China to give lectures and has been to Liaoning, Hebei, Shanxi, Shandong, Jiangsu, Zhejiang, Hunan. 19 19 "Dewey's Lectures in China" was published by the New Society of Shanghai Jiangsu Provincial Second Normal School, and 1920 "Dewey's Lectures in China" was the third series of Beijing Morning Post. 1922 "new academic system" clearly implements children's central education. Tao Xingzhi and many other China educators are inspired and influenced by Dewey's educational thoughts. Before liberation, Dewey had the widest and deepest influence on China's education among foreigners. After liberation, his educational thought, like pragmatic philosophy, was criticized as imperialist reactionary theory. Since the emancipation of the mind and the reform and opening up, some people in China have analyzed and criticized Dewey's educational thought in two. Dewey mainly regards education as the "first tool" to transform society and promote social progress, and it is also a special environment for children's growth and development. Therefore, on the one hand, he emphasized the sociality and social function of education ("school is society" and "education is social life"), on the other hand, he emphasized the combination of education and experience ("education is the continuous transformation of experience" and "learning from experience"). In addition, the courage to transform old education and create new education, the methodology of combining theoretical exploration with experimental exploration, and the spirit of democracy and science are also worthy of our profound understanding and critical study.