"the Central Committee of the Communist Party of China the State Council's Decision on Exploring Education Reform and Promoting Quality Education in an All-round Way" points out: "To promote quality education in an all-round way, we must persist in facing all students, create corresponding conditions for their all-round development, protect the basic rights of school-age children and adolescents to study according to law, respect the characteristics of students' physical and mental development and the laws of education, and make students develop vividly." This expression embodies the connotation of quality education, and has a strong sense of the times, advancement and pertinence. The author believes that quality education is an education involving students' noumenon, or an education aimed at improving people's quality of life. First, the essence of quality education-education that returns to life itself
(a) Quality education clearly links education with the development of human life, so as to realize it to the maximum extent? Education returns to human noumenon.
Quality education is an education to improve people's physical and mental development level. It first educates people as creatures, and links the purpose, process and result of education with the development of life, which is different from traditional education, which regards children as containers, the learning process as linear, and the incompletely controllable creatures as completely controllable non-creatures. That kind of inanimate education comes from the primitive education of tool transmission or skill transmission. With the development of people's super-tool function and the pursuit of value, the formation of personality and wisdom as the development form of people's life has become the most important purpose of education, and returning to life has increasingly become the essential attribute of education. At the same time, it also shows the fundamental significance of all educational activities.
Research shows that no matter what kind of learning, its essence is the call of life. As far as composition teaching is concerned, composition is the expression of people's inner activities. But for a long time, composition has always been regarded as an external thing, and people always teach it as knowledge. At this time, the composition has begun to leave the human body. In fact, everyone can form the core of his own (written or oral) language expression from the place where he needs to express most and can express most, and develop his own language way from this core-we might as well call it the embryonic development of language, which is dynamic, efficient and pleasant in itself. Once felt, students' learning will be completely changed, forming a positive, free and even eager composition mentality. We will see and feel the melodious hearts and childish reverie of children. Studies in many other disciplines also show that once children think this kind of learning is meaningful and feel some connection with their own life development, they will devote themselves to learning with great enthusiasm, and the quality and efficiency of learning will be greatly improved.
The combination of education and life development is the essence of quality education. We often ignore that the important feature of children's natural learning framework is that they have a strong desire and potential to combine with new knowledge, and children are natural learners. As long as things are related to children's emotions and the meaning is experienced by children, they will get it with ten times enthusiasm and keenness. Children's personality achievement, thinking development and knowledge formation almost all happen at the same time in the learning process called by life. Our whole educational ideal is realized in this process.
(2) The life subject of education is students, and quality education is correctly reflected? "Working relationship" in the process of education
Education produces working ability, which is due to the personality and intellectual development of the educated. In short, the production of education is reflected in the development of educational objects. In the process of education "production", students are not only the recipients of education, but also the providers of education. He is a labor force that produces his own knowledge, so he is the main productive force. The energy that students use for learning is not only used for receiving information, but also for internalizing information and creating characteristics. In this sense, students are producing themselves, and students are the direct reality of educational production. It is precisely because we don't realize the invisibility of this special production, the complexity of the production process and the concealment of the actual production relationship that students are only regarded as the object of education, and their status as educational resources has long been difficult to attract attention. Quality education links the purpose and process of education with the development of human life and correctly reflects the production reality in this educational process.
Second, the core of school quality education-people's independent innovation
Education can bring about people's development in all aspects, and the most remarkable of these developments is people's own innovation and the expansion of people's lives. People's independent innovation reflects the change of people's physical and mental development level, and people's independent innovation should be fundamental and active, not the kind of maintaining metabolism. People's own innovation will bring a sense of success, accomplishment and happiness, and become one of the methods to test whether people have created innovation.
It can be said that quality development refers to people's own innovation, and people innovate themselves in their own innovation activities. This is why we want students to study creatively. In the innovative activities with great autonomy, people's life needs-self-realization are met. In the student-oriented education, students' humanity has been greatly publicized, and at the same time, the performance of learning also makes us happy. The reason why children grow up particularly rapidly in this kind of learning is that they have achieved double changes in innovative activities-knowledge acquisition and the depth of body and mind moving northward, and the latter is what we usually call quality. One of the core changes in quality lies in the improvement of spiritual life.
The improvement of people's spiritual life is manifested in perception, which is an important symbol and workshop of people's life development. In our education, what needs to be emphasized is not endless training. This is because, although formal training is really needed in some aspects of learning, it is not the core part of learning, and the core part of learning should be perception. Being the spirit of all things means that people can perceive things. Generally speaking, training is the behavior of "teaching more than learning", and it is the behavior that trainees are ordered by additional and established wisdom or rules. It can make some basic skills be implemented and bring some insights at the same time, but it cannot replace the whole perceptual activity. People's self-innovation can't be achieved only by training. Students' innovation is the behavior of "learning is more than teaching", and the basic work form is perception.
Perception is the workshop for the expansion of human spiritual life. People should form their own thoughts through perception. Perception is the deep internalization of external knowledge and information by the subject. Without feeling, external things are always meaningless to the subject; Step by step in-depth understanding can make the perceived object-a book, an article, an idea, a thing-digest into a part of the subject's thought and spirit.
On the other hand, there are different levels of perception, and the understanding of the same thing can be given different levels of perception. At this point, we have been feeling the basic knowledge all our lives. We constantly improve the level of perception, making basic knowledge play an increasingly important role in our minds.
Since perception is the reorganization, selection and construction of things by the mind, it is actually innovation. Perception is a challenge to oneself, which always happens at the forefront of human understanding. Science challenges the unknown frontier, literature strives to expand the boundaries of truth, goodness and beauty, and sociology strives to fill the shortcomings of the world. Everything shows that perception is a challenge and an innovation for people.
Perception dominates students' subsequent learning. The higher the degree of perception, the higher the efficiency of learning and the greater the grasp of learning. Compared with training, perception has intangible characteristics. Therefore, the school management system cannot directly understand the existence of emotions. On the contrary, training is tangible, which is easy for school management system, teachers and parents to understand.
Situation, so the evaluation tends to train and ignores the emotion. This orientation runs counter to the correct direction of improving people's quality, improving people's learning efficiency and academic performance.
Our era is an era that needs to be considered. Thinkers can guide our thoughts, but they can't replace our thoughts. The wealth of ideas can only be enjoyed through our own thoughts. The best way to learn is to downplay the form, pay attention to the essence and encourage the feeling.
Thirdly, the operation system of quality education is a student-oriented education system.
The expansion of human life can only be completed by people themselves. Only the students themselves can make the educational effect reach a high-quality level. Students are the terminal of education and teaching process. In this sense, the operation system of quality education is a student-oriented education system. The so-called student-oriented education system is a student-centered education and teaching process system. In the past, education and teaching was basically designed for teachers to teach well, and it was a system centered on teachers or textbooks. Practice shows that this system is difficult to adapt to the modern children's life state of "learning more than teaching". It is the reason why our education is difficult to bring people's own innovation and expansion, and teachers and students are miserable. The new educational practice provides us with the following understanding.
(A) the student-based education system has effectively played the role of students as educational resources.
Students are both educational objects and educational resources. Wulin experts regard the strength of fighting objects as their own resources. The opponent rushed in and knocked him to the ground. This is not only higher than those who desperately hedge against the object, but also saves time and trouble and is smart. As far as education is concerned, natural students are not martial arts opponents, but work objects, but we are inspired by the wisdom of martial arts: students are not only objects, but also should be regarded as educational resources. Consciously using this forgotten resource, can it be as easy as lifting weights?
For a long time, the teacher-oriented education system has always regarded the existence of students as irrelevant or even harmful to formal education. His understanding of the educational process is one-way, and he thinks that the main resources of education are teachers, teaching materials and classroom equipment, but he turns a blind eye to the extremely rich and vivid student resources. Relying on student resources for education has great potential. All students' existing experience, wisdom, knowledge and inner enthusiasm for learning should be used by teachers and should be the source of motivation and energy. Moreover, it is not only a general resource of education, but also a basic resource. Other resources must eventually be combined with student resources in order to play an effective role. The understanding of students' resources not only gives us a new understanding of students, but also allows us to make the most economical use of educational power on the basis of making full use of students' resources and concentrate educational power on the most needed and effective places. This idea is certainly exciting.
All the educational reforms we are carrying out today are actually aimed at developing students, a neglected resource in the past, and giving full play to students' energy. Therefore, the discovery and utilization of student resources is our hope to improve the quality of education today. Making full use of students' resources as much as possible is a new realm of education.
As a resource, individual students have the motivation and foundation to learn.
Students are the driving force of learning. We once said that children have the nature of learning, and the performance of this nature is that learning is interested in them. Once they realize their interest, they will promote our teaching. Whether it is the excitement of a nuclear physicist when he discovers an unknown middle school, the joy of a writer when he conceives the layout of a new book, or the ecstasy of a star player when he hits the target, this exciting power is the driving force for learning. Of course, students are the energy of education and teaching. Imagine, from relying solely on teachers to relying on all students, mobilizing all students and teachers to know things together. If nothing else, I don't know how many times the energy used for learning has expanded. Such a huge energy will surely become an unquestionable positive factor to improve students' learning situation and school education.
Students are not only important resources of motivation and energy, but also resources in information as their cognitive basis. For example, Chinese education in primary schools in the past neglected students' rich lives. When children in grade one of primary school enter school, their daily language has not been combined with written language. However, due to the internal relationship between Chinese characters and languages, including dialects, these mastered languages may become the basis for students to transform their daily language into words. It is precisely because of this support that we can position the learning of Chinese characters in the first grade of primary school at the level of "recognition", thus greatly reducing the burden of learning Chinese characters and making it possible to read a lot of meaningful blocks. The same is true of primary school mathematics. When mathematics is in children's games, teachers urge students' efforts to be replaced by students' own activities.
As an educational resource, students have many forms. A small group, for children, is a small embryonic society. It is because of the existence of this small society that children can express themselves and realize themselves. Under the action of the group, individual energy is stimulated. In addition, there are social resources brought by student groups. student union
It is connected with parents, communities, networks and databases. Under the teacher-centered education system, these student-centered resources are silent and unactivated; Under the student-oriented education system, these resources have been developed.
As an educational resource, students are an active resource. Just like ordinary material resources, it will be eroded. On the contrary, it has the characteristics of endless life, more use and richer use, which is unmatched by any other form of resources. We can think vividly that student resources have their own accelerators.
(2) The student-oriented education system is established for quality education? New educational ecology
Under the student-oriented education system, we see that students' emotional generation and intellectual development have undergone rapid and tremendous changes. This seems to be similar to the change of species when the external environment changes greatly, such as the bumper harvest of tomatoes in a low-pressure and high-vacuum space capsule. So here, we also call the change of students "variation" to illustrate the new educational ecology brought by the student-based education system.
The so-called educational ecology should be regarded as a conditional system or an environmental system for students' development. Klein pointed out when talking about the importance of educational ecology; Do we have the same potential as Shakespeare, Newton and Gandhi? If so, then Shakespeare just has more opportunities to develop his potential. Perhaps nothing has stopped their learning ability. What Klein is talking about here is actually an ecological problem suitable for learners' education or study.
The student-centered education system provides a learning ecology, in which students' external pressure is consistent with their internal motivation. Education is the unity of restriction and freedom. There are two kinds of restrictions, one is the opposition and collision with the student's intrinsic motivation, and the other is consistent with his intrinsic motivation. Rogers believes that we, like any other scientist, will be bound by a complete determinism. Every thought, emotion or behavior is determined by previous events. The predestination of human behavior is the characteristic of teacher-based education system, which is contrary to the development characteristics of human beings. A person can only show himself in a world open to him, and all his sensitivities and endowments can play a role. The student-oriented education system should also impose external restrictions and pressures on people, but this pressure is not to change students' internal choices, but to ensure their internal choices are more free.
This brings a question, whether the student's internal choice is irrational, and whether his impulse will destroy himself and others. We say that human nature is basically trustworthy. Japanese psychologist Maoxiong Chunshan even thinks that there is an ancestral brain, that is, the right brain. As long as we promote the activity of the right brain, we can get the memory enlightenment of our ancestors for 500 thousand years and take the most reasonable action. People have problems because our defenses make us unable to realize this rationality, which we have lost and wasted. Our student-oriented education experiment is proving that such an open ecology can achieve very good results by using external pressure to ensure the realization of people's inner freedom.
For example, in our related education experiment, when students learn addition within 20 minutes of mathematics, they play a game of "complement 2 1 point". In this game, students should first be familiar with the rules of the game, even be familiar enough to say it, learn to count, learn to read and write, and be divided into certain groups, which has certain requirements for the team leader and team members. However, all this is to let children play games well. Practice shows that the pressure to ensure students' freedom of thinking is consistent with students' intrinsic motivation to play games. It is a part of their meaningful life, and no student will resist it.
The learning ecology caused by games actually gets rid of the reverse pressure caused by preaching and blind evaluation. In fact, the significance of the game goes far beyond acquiring specific knowledge itself. For a learner, concrete calculations and rules are always tools for thinking. And ideas need a good learning ecology to form. Rogers once described it like this; When a person experiences perfect freedom, the path he chooses is the most economical vector in the relationship between internal and external stimuli. He believes that the more people live in a beautiful life (meaning in an open situation), the more he can realize the freedom of choice, and the more his choice can be put into action.
The student-oriented education system will put people in an ecological environment in which human consciousness and organism activities are consistent. People's conscious activities and physical activities are not always synchronized. In other words, the activity of body precedes the activity of consciousness, which is far beyond the process of analysis and synthesis of consciousness. A good learning ecology will use this keen reaction of the human body to learn. However, if the relationship between defense and freedom is tense in the learning process, people's consciousness and physical activities will run counter to each other.
The new learning ecology will be an ecology with the unity of emotion and cognition. It realizes the harmony of people's self-realization in society, thus causing the most beautiful and strong emotions. There are many "naughty" students. They don't even have the intention to study, but are very devoted to playing video games and other activities. Maybe some people think they should take an active part in these activities.
Enjoy it, but don't think about it. But in fact, leaving the classroom and formal study means leaving the mainstream society of their period, and what they did was not welcomed by parents, schools and classmates. In all the joys, this is always a defect. The reason for the defects is that the classroom belittles their activities. In this way, they are in the opposition between their personal interests and the requirements of social norms characterized by classrooms. In the past, we always took a roundabout way, afraid to touch the core curriculum, and never solved this problem without forming a student-oriented classroom. The classroom of student-oriented education, or the whole student-oriented education system, combines the requirements of social norms with students' nature and makes students forget their roots. It is exactly what the society wants them to do: play class games, do small research, read books, find information, write what they like, perform recess plays, create short stories, make up riddles, create children's songs, hold reading meetings, story meetings, lectures and conduct small-scale activities. Study life is so colorful, full of wisdom and personality. The classroom should be fundamentally transformed to become children's own classroom, so that children's life activities can be unified with social needs, thus creating a positive, symbiotic or resonant learning and education ecology. In this process, both teachers and students feel more energetic, more free and open, more accepting of themselves and others, and more willing to listen to new ideas.
Student-oriented educational countermeasures? The call of children's development status quo
Facts show that great changes have taken place in children during the period of social transformation.
The first is the sense of independence. Nowadays, children have a stronger sense of participation than in the past. They pay more attention to science and democracy. They obey the truth, but not blindly follow the pressure. They love the state of free learning. They are masters and responsible for themselves. Obviously, children's sense of participation and independence needs a student-oriented education. It can be said that many times students have no intention of studying, reading and mental exhaustion. At present, there is a rebellion and criticism of children's real life on traditional paradigm education in schools.
Secondly, the knowledge of children today is much richer and more modern than that of children in the past. Modern society is a fast-paced society, and the opportunities for children to contact new knowledge are greatly increased. In addition, the advanced nature of modern media enables children to receive information more quickly and widely. Facing their knowledge, we should not only consider whether our teachers' own knowledge matches it, but also consider how to use their knowledge, that is, how to use such a good educational resource.
Thirdly, the space provided by society for children in the future has also undergone tremendous changes. Knowledge economy needs innovation, and innovation is the soul of the nation, which requires cultivating innovative consciousness and ability from an early age. In the past, we pursued general skills and techniques. However, when machines replace the mental work of a considerable number of people, these skills and techniques become useless. For example, the emergence of computers has changed the previous concept of computing power: now it is not necessary to spend a lot of time to cultivate students' writing ability, but to cultivate students' another ability, that is, approximate computational thinking. Using a computer now can not only save calculation time, but also make mistakes easily. Computing itself is no longer an obstacle, and students can solve problems if they can master the corresponding strategies. This fundamentally affects the contents, methods and ideas of our education and teaching. Moreover, things increasingly require us to change people from the essential level, which determines that the effectiveness of education can only go deep into such a complex and inherent field of humanistic quality by relying more on students' own activities. This is an inevitable requirement for promoting quality education.