The influence of education on cultural development 1 First, the transfer function.
One of the most important characteristics of human culture is that it can only be learned, not acquired through heredity. This determines that human culture has an inseparable relationship with human education from the day it came into being. In the early ancestors of human beings, education integrated with human life transmitted primitive culture through oral and behavioral teaching. With the development of human society and the enrichment of human culture, especially due to the appearance of words, human culture can no longer be competent only by oral and behavioral communication, and human society needs institutions specializing in teaching culture. At this time, school education came into being. Education spreads culture, so that the new generation can have the cultural wealth created by human beings quickly, economically and efficiently. Make a person from a "natural person" without cultural content into a "cultural person" with cultural appreciation and cultural creation ability. If human culture is not passed from the previous generation to the next generation, the preservation, accumulation and development of human culture will become impossible. If the new generation repeats what its predecessors experienced, it will be impossible for human beings to evolve and stay in ignorance forever. As far as the whole human being is concerned, human beings are the creators and inheritors of culture. As far as each generation is concerned, people are the inheritors of culture first, and then the creators of culture. "People create their own history, but not at will, but under the conditions of direct encounter, which is established and inherited from the past." Only by having culture first can we create culture.
Second, select the function.
Education is a purposeful, planned and systematic process of cultivating people. This process is inseparable from clear educational content. The process of determining the content of education is actually the process of choosing culture. The reason why the content of education needs to be "determined" is that with the development of the times, any culture contains advanced and backward, lofty and humble, elegant and rude elements. As a purposeful cultural value guidance, school education needs to extract the essence of culture, compile teaching materials and provide the educated with ideas, attitudes, values, behavior patterns, knowledge and skills that adapt to the development and changes of social life; Second, because the physical and mental development of teenagers as educational objects has certain laws, the development of people's cognitive ability and moral practice ability has a process, which must be considered when determining the educational content; In addition, the limitation of human brain capacity and the infinity of human cultural knowledge constitute a pair of contradictions, and education can not pass all human cultural knowledge to the educated in a certain period of time, so it is necessary to determine the educational content. The choice of culture in school education can also be realized through the choice of teachers. Because "the true nature and direction of the school is not determined by local organizations and good wishes, nor by the resolution of the student Committee." Nor is it determined by the' educational syllabus'. It was decided by the faculty and staff. " When Mr. Wang was the principal, he implemented the policy of "inclusiveness". So at that time, there were both those who taught Marxism, those who preached bourgeois theory and those who preached China tradition. This is essentially that teachers are using education to choose culture. In the historical period when many cultural concepts conflict, the choice of culture by education is particularly obvious and important. For example, in today's social and cultural concepts, besides the dominant socialist and communist cultural concepts, there are also western cultural concepts and semi-colonial and semi-feudal cultural concepts. Cultural concept of capitalism. What kind of cultural concepts are spread and transmitted, the significance of our educational choice function is more important and prominent.
Third, innovative functions.
Education is not only to convey the inherent culture, but also to strive for renewal and innovation in the existing old culture of mankind with the development of the times and social changes. Make it adapt to the new social environment. In order to survive and develop, human beings must constantly create and update their own culture. It is through education that human beings internalize the existing cultural wealth into the spiritual wealth of the educated individuals, cultivate and bring up their personality and creativity related to cultural development, and make the culture develop and update. Through education, the new generation can share and occupy the essence of human culture quickly and effectively, and then they can stand on the shoulders of their predecessors and make new creations. Therefore, education as a means of transmitting human culture. Not only has the function of preserving culture. At the same time, it also has the functions of "cultural reproduction", development and renewal of culture. In other words, the transmission of culture through education is essentially a process of "cultural transplantation", "cultural proliferation" and cultural reproduction. And this reproductive process. It is a process of economy, high efficiency, imitation and acceptance, but a process of continuous reorganization and construction. In his book Steps of Thought Ecology, anthropologist Grikuri batson emphasized such a viewpoint: "Culture itself is complex, and the process of learning culture is also complex. In a sense, each generation has its own culture and has reorganized its own culture. "
The influence of education on cultural development. Experience, art is the expression of emotion.
Because artistic expression (work) is a visual reflection of a feeling or emotional process, and it is a display of things directly reflected in the heart. It is not bound by human reason. When children express themselves in an artistic form, they express themselves through perception, experience, imagination and practical operation. When they look at something, they often reflect or convey their unique feelings about it. Due to the differences between people, when we perceive the same thing, the accuracy and degree are different, which is the result of rich personality characteristics. In artistic practice, teachers attach importance to the process of children's emotional experience. Teachers in formal teaching activities, by setting various scenarios, give children a true, true, accurate and strong emotional experience, and let children recall their existing experiences, which will arouse their emotional resonance and make them feel intimate. In informal activities, teachers provide rich materials and enough space for children, create a free and relaxed atmosphere for children, and let children express themselves boldly and independently. In this process, teachers let children listen more, see more and feel more, so that children can gradually accumulate various social, life and emotional experiences. These experiences are also obtained from personal experience and experience, and over time, they have become the main source of children's creative performance.
Second, interaction, through interaction, is to learn from each other and promote each other.
In children's art education, interaction is closely related to the whole activity process, and it can be said that interaction is everywhere. Interaction between teachers and students. That is, the leading role of teachers and the interaction between children's subjects. Teachers' questioning, inspiration and guidance to children will help children understand and learn. Every answer or childish creation of children will inspire and touch teachers' inspiration and promote teachers' teaching. Life-life interaction. Refers to the mutual learning between children's peers in order to achieve the effect of exchange and mutual learning. A little innovation of one child will make other children ignite the spark of creation, and it will make the spark of creation keep flashing. Interaction between children and the collective, children and the environment. A good, relaxed and free psychological environment and a material environment matching the teaching content can promote and influence children's creation. In the process of activities, teachers, children and the environment are the three elements in the process of activities. To realize interaction in activities, teachers must learn to look at problems from the children's point of view, observe, understand and reflect more, pay attention to random education, mobilize in time, encourage children more, adjust and control at any time, grasp the key points, and promote the play of various interactive functions.
Third, integration is blending, integration.
As a teacher and an adult, his thoughts and feelings are qualitatively different from those of children. If teachers forcibly impose their adult "world outlook" (or world image and understanding of the world) on children, it will undoubtedly be a kind of repression and blow to children, and even cause children a painful experience. As Ron Field, a western aesthetician, said, "Art is very different for children from adults. It is purely a means for children to express themselves. Because children's thinking is different from that of adults, their performance is different from that of adults. Because adults and children are different in interest and expression, it will cause difficulties and interference to art education ... "Aware of the differences between adults and children, I think that only by making teachers close to children can teachers actively integrate with children. Teachers should not always show the subjects (art teaching content) to children like art education in the past, but should take children to explore in art education. Including emotional integration. Teachers pay attention to being close to children emotionally, enhance the intimacy between teachers and students, and shorten the distance between teachers and students. This can easily arouse the resonance of teachers and students and form a strong attraction for young children. Integration of views. Teachers should learn to look at the world from the perspective of children, instead of looking at things and evaluating children's performance by adult standards. In this way, teachers can find the bright spots in children's works and look for them together. The fusion of words. Teachers learn from children, learn the language they use to explain things, and use these childish languages to design activities, guide children and demonstrate works. This can make children feel more intimate, easier to understand and produce a "common language".
Fourth, the appreciation of clumsiness is appreciation, and clumsiness is childishness, that is, teachers are required to look at children's childish performance with appreciation.
Because children think and understand things differently from adults, they often look at and explain everything around them in their own way of thinking and understanding, so they are often naive. For adults, children's painting movements may not be very sensitive and coordinated. The drawn lines are crooked, with different thicknesses, unsmooth and uneven coloring. Childlike heart is a feature of children's artistic expression, which often makes children's performance completely different from that of adults. Adults (teachers) should understand all this. When children boldly perform various performances, they should appreciate, encourage and affirm all childish performances, which will greatly enhance their self-confidence, care for their self-esteem and further stimulate their desire to create performances. We can't use "image" and "right" to measure and evaluate, which will greatly interfere with the natural expression of children's childlike innocence and stifle their creative sparks. In teaching, teachers should not measure and evaluate whether it conforms to the objective existence, but should consider whether it conforms to children's special experience and put children's experience first. In particular, we should encourage and affirm the uniqueness of children's creation. The first thing to emphasize is differences, not norms. We can recognize all the childish performances of children, and if we appreciate them, we can take every new discovery created by children seriously. We don't change children's works easily, try to inspire them and try our best to let them find themselves and correct themselves. Let children discover and understand by themselves, which will produce a deeper understanding, which is also a way to cultivate children's independent learning and a catalyst to cultivate children's creative self-confidence.
Whether in formal or informal teaching activities, teachers try their best to meet children's interests and needs, and the materials are very rich, especially in informal activities. Children have great freedom and autonomy, and they can decide the theme, materials and methods of performance independently, which opens up unlimited space for children to perform creatively and further develops humanities education in preschool education.