Japan is a close neighbor of China. China and Japan have frequent exchanges and cooperation in economy, culture and education, and their mutual influence is growing. How to evaluate the successful experience and lessons of Japanese education is a subject that many educators need to face up to. To investigate a country's education, we must first analyze its economic and social development background. Japan introduced rural light rail in the 1950s, and basically achieved a high degree of modernization in the late 1970s. Farmers live in buildings, all of which are paved with cement roads and sewers, realizing the fairness of primary and secondary education. Rural hospitals, supermarkets, transportation and infrastructure are not much worse than Tokyo and Osaka. With the development of economy and the improvement of national income, fair education and universal higher education have become the first choice for all citizens.
The success or failure of a country's education depends on its development background and stage. Japan has achieved educational equity for decades and has made outstanding contributions to improving the overall quality of Japanese people and supporting economic take-off. At the same time, after the development to the present stage, there have been some phenomena in industrial society, such as declining academic ability, being tired of studying science and engineering courses, being unwilling to study more and get more degrees, demanding equality, diversification, individuality, pursuing quality of life and leisure. Some value orientations are worthy of recognition and some phenomena are normal, but some negative phenomena are worth learning from in China, especially in developed areas such as Beijing, Shanghai and Shenzhen. After decades of efforts, Japanese education has achieved a modern education that combines pictures and texts, is concise and easy to understand, is easy to operate, and can be learned by everyone. However, as the president of a Japanese university said at the opening ceremony, Japanese college students and teenagers now just want to watch cartoons.
Based on this situation, Japan has recently begun to reflect on and revise the Learning Guidance Essentials formulated by the Ministry of Education, Culture, Sports, Science and Technology, to correct the negative effects of educational equity (everything will have positive and negative effects), and even encourage school selection, increasing the intensity, difficulty and class hours of primary and secondary schools. However, we should analyze and compare them correctly, rationally and comprehensively, and see their attempts, practices and practices in implementing small class counseling, increasing the number of class teachers, and paying more attention to students' psychological and physiological changes. We can't rush to draw a simple conclusion about a country's education from some phenomena and scholars' criticism, but should regard it as a reasonable revision in development. We can't graft the experience and practices after 20 or 30 years into our reality, and we can't whitewash some extreme practices from the perspective of departmental interests.
At present, according to China's national conditions and the stage of education development, we should vigorously develop rural education and vocational education, steadily develop higher education (the popularization of universities needs to be improved), accelerate the realization of educational equity and democratization, transform government functions, give schools and teachers more autonomy, provide students with more choices, reduce the burden of students' study and examination, and give them a blue sky to fly freely. The phenomenon of truancy in China University shows that exam-oriented education is still going on in universities. When Japanese educators reflect on cartoon education, they should first realize simple modern education and fair education, and eradicate the disadvantages of character education. The disadvantage of character education is to write an air conditioning manual, which can be understood with a few cartoons.
During my investigation in Japan in March 2003, I had discussions with many foreign students from Asia, Africa, Europe, South America and other countries. They are all satisfied with the primary and secondary education in Japan. Their common answer is that children in primary and secondary schools in Japan can not only learn knowledge, but more importantly, they can see healthy and lively smiling faces and have strong hands-on ability. Although playing truant, most children like to go to school (primary and secondary schools), and teachers are more familiar with children than parents.
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