Question 1: What are the characteristics of modern education? In educational theory, "human development" has become the guiding ideology of modern education; In educational practice, "personalization" has become the center of modern education. I. Personality and Creativity When we reflect on the current education, we find that the students trained in our school are often "high scores and low abilities" and lack creativity. They even lack their own unique personality like products with uniform specifications produced on the assembly line. The reason is that the mode of industrialized mass production has been introduced into education. As Comenius said, the school has become a "workshop of wisdom", students have become standard parts with uniform specifications for mass production, and teachers have become teachers of mechanical operation. In view of this problem, modern education emphasizes that both students and teachers are "people". In particular, only by giving full play to students' main role can students' unique personality be cultivated. Students' lack of innovative spirit is directly related to our long-term "knowledge-centered" education model. In many years of teaching practice, we have paid too much attention to the importance of knowledge and neglected the cultivation of innovative spirit. The traditional teaching mode is that teachers talk about knowledge in class, students recite knowledge in class and test knowledge in exams. We realize the importance of basic knowledge, which is the foundation of all abilities and creativity. But we must also emphasize that knowledge alone is not enough. Many years ago, the British philosopher Whitehead put forward the theory of "the concept of inactivity". The so-called "inactive concepts" refer to those concepts that "only absorb, don't use, don't test and don't recombine" in the teaching process. He believes that traditional education is full of this "inactive concept". After receiving education, students have not developed intellectually, but have become more and more depressed. It should be said that Whitehead's exposition still has a positive guiding role in our educational practice until today. Modern society is a "knowledge explosion" society, and knowledge is updated faster and faster. It is impossible to "teach everyone all the knowledge" (Comenius). Moreover, people are increasingly aware that common sense is only the medium to form social cognition, not the destination of cognition. Japanese educator Takezo Suzuki once wrote: "Education is not only a process of making people accept the influence of their society and surrounding nature, but also a process of objectifying, criticizing and studying the sum of these influences in order to liberate themselves from these influences. Therefore, education is both acceptance and liberation. Without acceptance, there will be no liberation. Simply accepting without expectation of liberation will also fall into the' rule' in the name of education. " Man cannot be a slave to knowledge. Only by giving full play to people's subjectivity and creating new wealth on the basis of mastering knowledge can people's own liberation be realized. From the perspective of creation, process-oriented learning has higher value. Only by paying attention to the understanding of knowledge formation process can students master problem-solving methods and cultivate innovative spirit. In terms of curriculum, in addition to subject courses, some activity courses should be set up to let students experience learning directly. These aspects need to be improved in our teaching practice. The future society is diversified, and so are the people it needs. "The creator of science and technology is people, and the purpose of scientific and technological invention is to meet people's needs, so the driving force of scientific and technological development is people who are good at understanding people and the world and have rich feelings and imagination." We can also say that people with creative spirit must have unique personality, and human creativity lies in personality. Second, personality and differences Whether we want to admit it or not, everyone's innate quality and acquired development are different. There are no two people exactly the same in the world. Only on the premise of recognizing individuality and paying attention to cultivating individuality can we correctly understand and treat this difference. It is inevitable that classmates' academic performance will be uneven. Difference is the starting point and the final result of education. China's current "ranking method" is precisely the manifestation that this difference cannot be treated correctly (let's not discuss whether the examination method is scientific or not). First of all, students who are behind in academic performance are not necessarily "poor students". Every student's innate endowment and acquired environment are different. Some students have poor grades, but they work hard and really make progress. Such students should be regarded as good students. Therefore, we should measure the development of a student to see if he has developed on the original basis. In addition, everyone has their own unique strengths. Students with poor grades in some subjects are likely to have outstanding talents in other areas. The task of education is not to drive all students to the single-plank bridge in order to improve their grades, but to "find a life that can give full play to people's creativity and personality in countless life paths" ...

Question 2: What are the basic characteristics and principles of the education law? Features:

1. The education law first and mainly reflects the will of the ruling class, and ultimately depends on the material living conditions. From the essence of law, the rules of conduct determined by the education law first and mainly reflect the will of the ruling class, which is formulated and recognized by the ruling class through the state and guaranteed to be implemented by the state's coercive force. It is determined by the material living conditions of the ruling class (including material production mode, geographical environment, population situation, etc.). ), and according to the interests of the ruling class standards and values to adjust the corresponding social relations. The ruling class has always paid attention to making part of its will into law through state power, aiming at establishing, maintaining and developing social relations, social order, economy and political systems that are beneficial to itself. People's Republic of China (PRC) is a socialist country under the people's democratic dictatorship led by the working class and based on the alliance of workers and peasants. Accordingly, China's education law must be the embodiment of the common will of the broad masses of people led by the working class and based on the alliance of workers and peasants. The high degree of unity of class, country and people is one of the important characteristics of China's education law.

2. Education law is to provide people with rules of conduct that should be followed in educational activities.

People have many norms to follow in all aspects of social life and various social relations. These norms provide standards and directions for people's behavior, and they all take effect within a certain range. Education law is to provide standards and point out the direction for all those who participate in education, teaching and related activities. The "educational activities" here only refer to purposeful, conscious and organized educational activities to cultivate people, not all activities with educational implications. The educational relations regulated by the Education Law in its educational activities include not only the internal educational relations between educational administrative organs and schools, schools and students, teachers and students, but also the social relations between educational administrative organs, schools, students, teachers and other state organs, social organizations and citizens in organizing, managing, implementing and participating in various educational activities. With the continuous expansion of the scope of education and teaching activities, there will be more educational relations that need to be adjusted and standardized by relevant education laws.

3. The Education Law is a code of conduct formulated and approved by the state and implemented by the state.

Judging from the emergence of the law, the education law is determined by the state organs with legislative power or legislative function through legal procedures, such as formulation, recognition, management, supplement and abolition, which reveals the inevitable relationship between the education law and the state, while other social norms generally do not have this feature. For example, the constitution of a political party is formulated by the leading organs of political parties, and professional ethics is the norm formed by self-discipline in this industry, not from the state. Not having the attribute of national will.

Judging from the way of law implementation, the education law is backed by the coercive power of state power to ensure its implementation. This is an important difference between education law and social norms such as education policy, professional ethics and various political norms. Although any social norm has a certain coercive force, the coercive force of law is different from that of other social norms. It is manifested in the name of state power and supported by courts, prisons, police and even the army. Violation of the education law, damage to the rights of schools, teachers, students and other aspects determined by the education law, or failure to perform legal obligations will be enforced by state power. For example, according to the provisions of China's education law, public security organs will punish those who gather people to fight, stir up trouble, disrupt the education and teaching order of schools and other educational institutions, or destroy school buildings, venues and other property; If a crime is constituted, criminal responsibility shall be investigated according to law. Whoever encroaches on the school buildings, venues and other property of schools and other educational institutions shall bear civil liability according to law. Obviously, other social norms do not have the characteristics of national coercion.

4. The education law takes the rights and obligations in education as an important content, which is universal and clear.

Judging from the content composition of education law, it is mainly composed of normative content and non-normative content, and rights and obligations are the main contents of its normative content. Education law is to stipulate the rights and obligations of the subjects of educational relations (including administrative organs, schools, teachers, students and their guardians, social organizations, enterprises and institutions, etc.). ) Enjoy in education and teaching activities. For example, Article 28 of the Education Law of the People's Republic of China stipulates nine rights and six obligations for schools, Article 7 of the Teachers Law of People's Republic of China (PRC) stipulates six rights for teachers, and Article 8 stipulates six obligations for teachers, as well as the education administrative mechanism stipulated in the Law on the Protection of Minors, the Compulsory Education Law and other relevant laws ..... >; & gt

Question 3: (pedagogy) What are the characteristics of pedagogy? Characteristics of contemporary pedagogy: (1) The problem areas of pedagogy research are expanding rapidly; (2) Diversification of research foundation and research mode of pedagogy (3) Fine differentiation of pedagogy; (4) The relationship between pedagogy research and educational practice reform is increasingly close; (5) Pedagogy strengthens self-reflection and forms a meta-theory of pedagogy.

Practicality: integrating theory with practice and strong operability is another feature of this book. The book is divided into three parts: background, quality training and practical work. In the practical work part, the daily work, class work, league branch work, student union work and student association work of student cadres are discussed and studied in detail, which has certain practicability.

Pedagogy also has the following characteristics:

Times: This book is based on the macro background of 2 1 century, facing the reality of social openness and diversified values, focusing on the new requirements of higher education reform and development, focusing on the new changes in students' study, life and thoughts, and seriously studying the new topics of student work. The author closely follows the theme of educational reform and development and the pulse of the times, and comprehensively summarizes the new changes and new characteristics of the management mode of college education and teaching reform closely related to college students, which embodies the strong times.

Practicality: integrating theory with practice and strong operability is another feature of this book. The book is divided into three parts: background, quality training and practical work. In the practical work part, the daily work, class work, league branch work, student union work and student association work of student cadres are discussed and studied in detail, which is practical.

Innovation: the book emphasizes that student cadres should be sharp-minded, diligent in learning, brave in practice and good at summing up and thinking; Must have strong analytical ability, judgment ability, theoretical generalization ability, propaganda and persuasion ability; We should pay attention to the innovation of methods, means and carriers, absorb and draw lessons from the scientific research achievements of related disciplines, improve methods and improve the scientific content of student work. In particular, this book has its own unique views on its systematic and scientific exploration.

Humanism: This book embodies the people-oriented educational thought. The author emphasizes that students' work should attach importance to humanistic care and moral emotion. The author believes that student work is the work of being a man. People are rational and emotional. Emotion determines the direction of thinking, and reason determines the result of thinking. No matter how developed the modern media is, no matter how advanced the educational means are, we can't deny the face-to-face educational work, and we can't ignore the emotional exchange and integration between people.

Question 4: What are the basic principles of education law? There is a paper on the implementation of quality education. Can refer to the topic: analysis of quality education Keywords: all-round development of quality education exam-oriented education To know what quality education is, we must first know what quality is. The meaning of quality has narrow sense and broad sense. The concept of quality in a narrow sense is the concept of quality in the physiological and psychological sense, that is, "genetic quality". "Ci Hai" wrote: "Quality refers to the original characteristics and original foundation of people or things in some aspects. Psychologically, it refers to people's innate anatomical and physiological characteristics, mainly the characteristics of sensory organs and nervous system, which is the physiological condition of people's psychological development, but it cannot determine people's psychological content and development level. " This is a typical explanation about quality in a narrow sense. Quality in a broad sense refers to the concept of quality in the sense of pedagogy, which refers to the internal, relatively stable and long-term functional physical and mental characteristics and its basic quality structure obtained by people through environmental influence and education and training on the basis of innate physiology, and is usually called literacy. It mainly includes people's moral quality, intellectual quality, physical quality, aesthetic quality and labor skill quality. "② Quality in quality education refers to quality in a broad sense. Regarding the meaning of quality education, the State Education Commission's "Several Opinions on Actively Promoting Quality Education in Primary and Secondary Schools" made a clear explanation: "Quality education is an education aimed at improving the quality of the people. It is based on the national education policy stipulated in the Education Law, focusing on the requirements of the educated and the long-term development of society, aiming at facing all students and improving their basic quality in an all-round way, focusing on cultivating the attitude and ability of the educated, and promoting the lively and positive development of the educated in moral, intellectual and physical aspects. "Quality education and all-round development education are basically the same. All-round development education promotes the full, free, active and positive development of people's intelligence and physical strength, and promotes the harmonious and unified development of people's talents, interests and specialties. At the same time, it includes the development of people's moral level and aesthetic taste. Quality education also focuses on promoting people's all-round development and improving people's comprehensive quality. The educational goals and personnel training goals achieved by these two educational concepts are essentially the same. Quality education is the perfection of all-round development education. Quality education and "exam-oriented education" are two fundamentally opposite educational views. The so-called "exam-oriented education" refers to "an objective tendency in China's educational practice that deviates from the actual needs of educated groups and social development, pursues high scores simply to cope with exams, and unilaterally pursues the enrollment rate. "③ Their opposition is mainly reflected in the following points: 1, with different educational purposes." Examination-oriented education focuses on scores and selection, aiming at obtaining high scores and qualifications for further studies, which is a short-sighted behavior of quick success and instant benefit; Quality education is the need of the individual development and social development of the educated, aiming at improving the national quality and pursuing the long-term interests and goals of education. 2. The education target is different. "Exam-oriented education" attaches importance to students with high scores and ignores most students and poor students. And pay attention to students with high scores, more accurately, pay attention to high scores. This violates the purpose of compulsory education and the principle of "everyone enjoys equal educational opportunities". Quality education is for all students. This is an education that enables everyone to develop. Everyone develops on their own original basis and fully develops within their own talent range. Quality education is also differential education. Quality education is for every student, for every student with differences, that is, quality education requires equality and respect for every student. 3. The educational content is different. " Exam-oriented education "closely focuses on the needs of exams and further studies, and implements one-sided knowledge teaching." Only the exam-oriented content is taught, but the cultivation of non-exam-oriented ability is neglected. For example, both Chinese and foreign languages ignore the training of listening and speaking ability, so students can't give full play to the communicative function of language. In mathematics and physics, the application of theoretical knowledge and hands-on operation are neglected, so that students are helpless in the face of practical problems. Quality-oriented education is based on the improvement of students' overall quality and teaches educational content suitable for students' development and social development. 4. Different ways of education. " Exam-oriented education "adopts the practice of quick success and instant benefit, engages in sea tactics, guesses and bets, works overtime, and crams", which not only increases students' academic burden, but also fails to fully cultivate their abilities. Quality education requires developing students' potential and advantages, attaching importance to inspiration and guidance, teaching students in accordance with their aptitude, and letting students learn to learn and develop vividly. 5. Educational evaluation criteria are different. "exam-oriented education" requires that all the work of the school should focus on ... >>

Question 5: What determines the variability of China's education law? The variability of China's education law is mainly determined by the diversity of educational legislation subjects.

The variability of education law is mainly due to the diversity of legislative subjects. In China, the main body of legislation is not only the highest authority and local authority, but also the highest administrative organ and its subordinate ministries, commissions and local administrative organs.

Question 6: What are the most basic characteristics of compulsory education? First, mandatory. Coercion is also called coercion. It is the obligation of schools, parents and society to let school-age children and adolescents receive compulsory education. Whoever violates this obligation will be regulated by law. If parents don't send their students to school, they should bear the responsibility; Schools do not accept school-age children and adolescents to go to school, and schools should bear the responsibility; Schools do not provide corresponding conditions, but also are subject to legal norms. Second, it's free. It is clearly stipulated that "tuition and miscellaneous fees are not charged". Public welfare and free are linked. For rural areas, tuition and miscellaneous fees will be completely waived from this year to next year, but for cities, it still needs a process. Third, universality. Unity is always an idea. From beginning to end, the new law emphasizes the implementation of national unified compulsory education, including the formulation of unified teaching material setting standards, teaching standards, funding standards, construction standards, student public funding standards and so on. These contents related to unification are all reflected in the revision of laws in different forms. Fourth, mandatory. Coercion is also called coercion. It is the obligation of schools, parents and society to let school-age children and adolescents receive compulsory education. Whoever violates this obligation will be regulated by law. If parents don't send their students to school, they should bear the responsibility; Schools do not accept school-age children and adolescents to go to school, and schools should bear the responsibility; Schools do not provide corresponding conditions, but also are subject to legal norms.