The goal of quality education
Bloom's "Classification of Educational Objectives" has exerted great influence in many countries, including China. This model has exposed some shortcomings today. (1) The practice of "determining the purpose first and then determining the means" may not be feasible in curriculum design, and the purpose and means should not be completely separated. (2) Ignoring the necessity of some kind of improvement in some cases, and ignoring the diversity of course content and the necessity for teachers to deal with problems randomly. (3) Understanding and appreciation and other important educational results are difficult to measure and clearly observe. In view of this, some scholars put forward another view that learning activities are a complex process of interaction between teachers and students, between students, between students and textbooks, and between students and other external factors. Every learner's learning activities are full of accidental and unpredictable factors. Therefore, before the start of educational activities, it is neither possible nor necessary to specify the learning results, but to gradually form goals in the process of educational activities and constantly modify them to adapt to new goals at any time. In short, there can be neither a unified goal in advance nor a fixed goal, and a broader world should be provided for participants in educational activities.
The important function of quality education is to develop people's personality, so that the potential of every educated person can be fully exerted and developed. Strictly speaking, every educated person should have his own unique development goals. So, is there a unified educational goal? Do you need specific educational goals? The answers are all yes.
The Soul of Quality Education
Paying attention to the ideological education of young people, calling it "soul", "core" and "key", is the consistent thought of the three generations of leading cores of our party, which has important practical significance today. Since the founding of New China, especially since the reform and opening up, the school's ideological education has made certain achievements, and the majority of young students have shown the mainstream spirit of being positive, diligent and colorful. But at the same time, we must be soberly aware that the external environment and physical and mental development characteristics of today's teenagers have changed greatly. On the one hand, after the end of the Cold War, the development trend of world political multipolarization and economic globalization has become increasingly obvious, and the international socialist movement is at a low tide. Western society increasingly regards ideological infiltration as an important part of global strategy, and strives to intensify ideological and cultural infiltration through various channels to publicize capitalist values and compete with us for ideological positions and the younger generation. On the other hand, China is in the primary stage of socialism, and the establishment of socialist market economy has brought about profound changes in social life. At present, decadent ideas such as money worship, hedonism, individualism and various social ugliness will bring many negative effects to young students. In addition, the influence of feudal culture for thousands of years still exists, which will inevitably affect the formation of teenagers' ideals, beliefs, outlook on life, values and morality. In addition, the ideological and political education of teenagers in some places and schools lags behind the requirements of the development of the times, the guiding ideology of education is not clear, and the goals and requirements of ideological education are not implemented; System, mechanism, team and investment policy measures are not in place; The tendency of attaching importance to wisdom over morality and classroom over practice is very serious; The content, methods and means of ideological education do not meet the needs of the times and the characteristics of adolescent development; Some schools ignore ideological education, some teachers can't be role models, and the educational environment and public opinion atmosphere in some areas play a negative guiding role, which leads to some teenagers' psychological fragility, indifference and confusion, and a few teenagers even embark on the road of illegal crimes.
The essence of quality education
In fact, what is the question of quality education, the answer should be clear. Vice Premier Li Lanqing pointed out: "Quality education is essentially an education to improve the quality of the people." This is the stipulation of the concept of quality education in the level of educational purpose from the perspective of educational philosophy, which distinguishes quality education from other education that does not aim at improving national quality.
For example, clearly distinguish between quality education and "exam-oriented education". First, the goal of quality education is to improve the national quality; The goal of "exam-oriented education" is "teaching for exams and learning for exams". Under the guidance of this goal, even if the quality of some students can be developed at a shallow level objectively, it can only be one-sided at the expense of other aspects of development. Second, quality education aims at improving the national quality and must be geared to all students and every future citizen; "Exam-oriented education" focuses on a few students who are expected to enter higher education, ignoring most students, and even labeling normal children as "mentally retarded" so that they are not included in the score statistics. Thirdly, in order to improve the national quality, quality education emphasizes that educators should give full play to their creative spirit, design and organize scientific education and teaching activities from the reality of the school, and promote the educated to actively internalize the influence of external education into their stable physical and mental quality in their independent activities; "Examination-oriented education" makes educators follow the baton of examination step by step, and the basic characteristics of teaching methods are indoctrination, preaching and passive acceptance.
Constraint mechanism of quality education
The implementation of quality education should not only solve the problem of "order" but also solve the problem of "prohibition". Prohibition is the prohibition of behaviors that deviate from, interfere with or hinder the implementation of quality education. "Order" and "prohibition" are interrelated and mutually causal, and they are two sides of the same problem. Although the restraint mechanism focuses on "prohibition", it is actually for "order". It is to produce public opinion and folk customs that are conducive to the implementation of quality education in society, to produce psychological pressure and motivation to make individual behavior conform to the crowd, and to have self-control in behavior. It can be seen that necessary constraints are a powerful guarantee for the implementation of quality education and an important part of the operation mechanism of quality education.
The constraints of quality education include legal constraints, organizational constraints and cultural constraints. In terms of legal constraints and organizational constraints, it can also be divided into four links.
① Decision-making process is the process of making decisions on the direction, content and strength of constraints. For example, the Ministry of Education issued the Emergency Notice on Reducing the Overweight Burden of Primary School Students (June 5438+1October 3, 2000), which stipulated a number of "No's", and at the same time stipulated: "Once verified, violations that increase the burden on students must be dealt with seriously, and the relevant responsible persons should be given corresponding administrative sanctions. "Some local education administrative departments have also formulated normative documents such as' three chapters of the contract' and' ten prohibitions', including penalties for violations. These are the correct decisions made on the basis of investigation and study.
(2) Implementation link, which is the process of implementing binding means. This process is also a process of contradiction and conflict between constraint and anti-constraint, which requires not only a realistic attitude and meticulous work style, but also the firm determination of the executors and the momentum of strict law enforcement to safeguard the authority of decision-making and ensure its real implementation. It is reported that in order to solve the problem of teachers' salary arrears, Changzhi City, Shanxi Province has established a system of accountability. Where teachers' salaries cannot be paid, the responsibility of the "number one" shall be investigated first. If teachers' salaries cannot be paid, the salaries of county (district) secretaries, county (district) chiefs and government officials shall be stopped. Only 40 days later, the salaries of 5293 teachers in the city were all settled.
③ Monitoring link. This refers to the process in which decision-making bodies supervise, inspect and standardize the execution links and the objects to be bound, and it is also a process in which deviant behaviors are punished.
④ Feedback link. Whether the relevant constraint decision is correct, whether the constraint has achieved the expected effect, and whether the whole constraint process can run well, it is necessary to obtain exact information through the feedback link to further adjust the decision-making, implementation, monitoring and other links.
Guarantee mechanism of quality education
The guarantee mechanism of quality education operation refers to providing necessary basic conditions for quality education operation. Dialectical materialism holds that the existence and development of all concrete things are orderly, and isolated things that do not require any conditions do not exist. Establishing and perfecting the guarantee mechanism of quality education is to provide the basic conditions needed to ensure the normal operation of quality education.
The guarantee mechanism of quality education mainly includes two links. (1) Define the contents and requirements of the guarantee. First of all, we must ensure that the school's funds and facilities meet the prescribed standards. Article 25 of the Education Law of the People's Republic of China stipulates that the growth of financial allocation for education by people's governments at all levels should be higher than the growth of recurrent financial revenue, and the average education funds according to the number of students in school should be gradually increased to ensure the gradual increase of teachers' salaries and public funds per student (referred to as "three increases"). The general situation in recent years is not optimistic. Up to now, many schools, especially those in mountainous areas, are still at the stage of "ten chalks on the blackboard", and some schools even have to supply chalk in limited quantities. There are few teaching instruments, books, sports venues and equipment that schools should have. The salaries of teachers in many schools are often defaulted and deducted, and the funds for further study and training are even more out of the question. Students' life is monotonous, narrow-minded and ignorant. How can they improve and develop comprehensively? Secondly, weak schools, especially those in compulsory education, should carry out effective reforms as soon as possible, mainly referring to schools with poor school conditions, poor school level, poor teaching quality and poor social reputation. In recent years, the proportion of only children is getting higher and higher, and parents are paying more and more attention to their children's future. In the growing trend of "choosing schools", schools with good conditions are overcrowded, weak schools are unsustainable, teachers and students are traumatized, and confidence is further weakened, forming a vicious circle. These phenomena are not conducive to maintaining the normal educational order, the equality of citizens' right to education and learning, and the implementation of quality education.
Dynamic mechanism of quality education
Social demand is the power source of quality education. Improving people's quality is not only the need of survival, but also the need of development; It is not only the objective need of social development, but also the subjective need of individual self-improvement; It is not only the needs of individuals, but also the needs of the sustainable development of society, the country and all mankind. As far as a region is concerned, improving people's quality can effectively promote the quality of community residents, meet the needs of community development, and meet the common fundamental interests of all people, including students and their parents. This is an inexhaustible motive force for implementing quality education. It can be said that the motivation of implementing quality education is objective and very realistic. The key is that the value of quality education has not been fully revealed. A few schools and parents mistakenly believe that the implementation of quality education will harm their own interests and produce some resistance. Therefore, to establish the dynamic mechanism of quality education, we must first turn resistance into motivation.
The dynamic mechanism of quality education mainly includes three links. ① The link of power source development is to stimulate people's internal demand for quality development, especially to guide people to change the simple and one-sided diploma demand into the pursuit of quality. (2) Power transformation, which transforms the potential power needed by excellent quality into the practical power to pursue excellent quality and into the practical action to participate in quality education. ⑧ Power feedback refers to the process that the output result of the whole power mechanism affects the operation of the power mechanism. Through feedback, the subject of power can obtain relevant information, so as to adjust the direction, intensity and persistence of his power accordingly.
Incentive mechanism of quality education
The incentive mechanism of quality education is a guiding process. It includes four links.
1. Guide link.
Before the promulgation of the "Decision", people lacked a unified understanding of basic concepts such as quality and quality education, so for a time, schools all over the country spontaneously carried out relatively disorderly practical exploration according to their own understanding of quality education. The promulgation of the "Decision" provides a policy basis for forming a unified understanding of some basic issues of quality education and points out the direction for the healthy development of quality education. The ideological understanding and specific actions of all localities and schools should be unified into the "Decision". Local governments should concretize the overall goal of "improving national quality and enhancing comprehensive national strength" into the goal of improving the quality of local residents, enhancing regional comprehensive strength and promoting regional economic and social development, so as to make this goal a banner and give full play to its functions of cohesion, encouragement, integration and encouragement. To borrow a word from Comrade Bin Liu, we should hold high the banner of quality education, strengthen the public opinion of quality education, fully summon up the power of quality education, and grasp quality education with confidence.
2. Detection link, that is, evaluation link.
According to the objectives, principles and systems of quality education of the government and relevant departments, the institutions and personnel implementing quality education are tested and evaluated. Including hard evaluation and soft evaluation, the former refers to the systematic inspection and evaluation of quality education by government departments (including education supervision organs) in accordance with established relevant regulations, and the comprehensive or certain systematic inspection and evaluation of institutions and staff implementing quality education such as lower-level governments, schools, libraries, museums, juvenile officials, education bases and community education committees, which is authoritative. The latter refers to the evaluation of schools and teachers' work by public opinion, including media reports on schools and teachers' work, comments from parents and social people, etc.
3. Distribution link.
According to the evaluation results, social resources will be allocated to relevant units and individuals according to certain procedures. The distribution of social resources includes both material things, such as increasing wages, distributing bonuses and prizes, and spiritual things, such as awarding honorary titles, promoting professional titles, and awarding medals and certificates.
4. Feedback link.
In the feedback link, we should pay special attention to two issues, one is whether the distribution results are consistent with the evaluation results, and the other is how those units and individuals who have less social resources adjust their ideas and behaviors. We should constantly and timely adjust the objectives, means and process of incentives according to the needs, so as to make them more reasonable, fair, sound and perfect, so that those units and individuals who are motivated can become examples for other units and individuals to learn, and make the quality education advocated by the government concrete, easily accepted by the public, and thus spread to the whole society.
There is a paper for reference.
Title: Analysis of Quality Education
Author: College of Humanities/Shi Lei
This paper briefly analyzes quality education from three aspects: what is quality, why quality education should be implemented and how to implement quality education.
Keywords: quality education, all-round development of exam-oriented education
Carrying out quality education is a strategic measure for China to meet the challenge of 2 1 century, improve the national quality and train trans-century talents. This paper will briefly analyze quality education from three aspects: what is quality education, why it should be implemented and how to implement it.
First, what is quality 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 comprehensively improving their basic quality, 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 to deviate from the actual needs of educated groups and social development, simply to cope with exams, pursue high scores, and unilaterally pursue the rate of enrollment." (3) Their objections are 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, engaging in sea tactics, guessing questions and betting, working overtime, rote memorization and "cramming", which not only increases students' academic burden, but also makes students' ability not fully cultivated. 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 be centered on preparing for exams, that students should accumulate knowledge, forms and exam-oriented skills related to exams and get high marks, and that teachers should regard scores as the only pursuit of teaching and the only measure to measure the level of students and teachers. Quality education is based on the overall improvement of students' quality, and comprehensively measures students' quality and teachers' level in various forms.
6. The educational results are different. Under the "exam-oriented education", most students are neglected, tired of learning, one-sided development, suppressed personality and lack the ability to continue to develop. Under the quality education, all students' potential can be brought into full play, their quality can be comprehensively improved, and their personality can be fully and freely developed, laying a solid foundation for their further development.
Second, why should we implement quality education?
Implementing quality education is the call of the times and the need of social development.
1, the implementation of quality education is the need of China's socialist modernization and the urgent need to meet international competition.
2 1 century has arrived. China's economic system has changed from a planned economy to a socialist market economy, and the mode of economic growth has changed from extensive to intensive. We are implementing the strategies of "rejuvenating the country through science and education" and "sustainable development", and we should take the strategic initiative in the fierce international competition in the 2/kloc-0 century. In the grand practice of modernization and in the process of completing the new social transformation, we are faced with the problem of insufficient capital, technology and material resources, and the biggest problem is quality and talents. In China, a developing country with a large population and a weak foundation, how to turn the heavy population burden into the advantage of human resources is the key to modernization. As pointed out in the report of the 15th National Congress of the Communist Party of China, "China's modernization process largely depends on the improvement of national quality and the development of human resources." The improvement of national quality must rely on education, and the development of human resources refers to education. This requires us to give priority to the development of education and implement quality education. Only in this way can we realize the fundamental task of developing education and improving the quality of the people. As pointed out in the Outline of Education Reform and Development in China: "Developing education, improving the quality of the whole nation and transforming the heavy population burden into the advantage of human resources are the only way for China to realize socialist modernization."
2. The implementation of quality education is the need to meet the challenge of science and technology in 2 1 century.
The characteristics of contemporary scientific and technological development are: the speed of development is accelerated, and breakthroughs in new fields are increasing; The discipline is highly differentiated and comprehensive; The cycle of transforming science and technology into productive forces is greatly shortened; The spread of knowledge and information transcends time and space. The rapid development of contemporary science and technology has also brought about the continuous adjustment of industrial structure and the extensive flow of occupations. All these put forward new requirements for the cultivation and education of humanistic quality in the future. In order to better meet the challenges of science and technology and knowledge economy in the 2 1 century, everyone must study all his life and constantly adjust, improve and develop himself. Under the concept of lifelong education and big education, the stage of basic education has special significance. Everyone should lay a good foundation, develop basic quality, learn to learn and develop themselves independently in the stage of basic education.
3. Implementing quality education is not only the requirement of the society, but also the requirement of the education field itself.
China is implementing nine-year compulsory education. The so-called compulsory education refers to a certain period of education that must be guaranteed by the state, society and family according to law, and that school-age children and adolescents must receive. The implementation of compulsory education marks a revolutionary change in the concept of social education from a minority to the whole, from rights to obligations, from family and personal affairs to social affairs. The essential requirement of compulsory education is to let everyone get the development they deserve, and quality education is oriented to all people, which embodies this essential requirement of compulsory education.
Lifelong education is a key for us to open the door of 2 1 century. The concept of "lifelong education" was first applied to adult education, and then gradually applied to vocational education. Now it includes all aspects of the whole education process and personality development. "Therefore, lifelong education has become a tool and all forms of expression, and all expressions and teaching actions at all stages constitute a circular relationship." "It first cares about children's education and helps them live the life they deserve. At the same time, its main task is to train future adults and prepare them for various forms of autonomy and self-study. " This requires the implementation of quality education in the basic education stage to cultivate students' basic quality to meet the requirements of lifelong learning.
Implementing quality education is the need to overcome the tendency of "exam-oriented education". China's primary and secondary education has long been plagued by the tendency of "examination-oriented education" and the one-sided pursuit of the enrollment rate, which violates the principles of the Education Law and the Compulsory Education Law, affects the overall implementation of the national education policy, and is not conducive to the all-round development and healthy growth of the younger generation, the service of education for socialist modernization, and the socio-economic, political and cultural development in the 2 1 century.
The tendency of "exam-oriented education" can no longer meet the needs of the times, and the implementation of quality education is a basic education reform topic that has been gradually clarified and put forward in overcoming the tendency of "exam-oriented education". Quality education is the need of the times and society, the theme of China's basic education reform, and the general countermeasure to overcome the influence of "exam-oriented education".
Third, how to implement quality education.
1, change the concept of education. At present, China is carrying out the grand cause of socialization and modernization. Modernization is not only the modernization of "things", but also the modernization of "people", which ultimately depends on the modernization of people. The most fundamental thing of human modernization is to improve people's quality. At present, corruption, moral decline and weak legal concept exist in a certain range and to a certain extent in China, which is directly related to the low quality of some citizens. At the same time, China's modernization cannot be carried out without the international environment, and we will face fierce challenges and competition for a long time. In order to revitalize, develop and realize modernization, the Chinese nation must persist in taking economic construction as the center, give priority to education in a strategic position, and raise quality education to a height related to the rise and fall of the Chinese nation. The key to improving national quality and implementing quality education is to change educational concepts. Education should be oriented to all students, so that each student can improve in an all-round way on his own basis and actively promote the popularization of compulsory education. In the stage of compulsory education, we should dilute the consciousness of selection and admit that the educated can mobilize their enthusiasm and initiative on their own basis, so that their personality can be fully developed and their comprehensive quality can be improved and improved on their own basis.
2. Change students' point of view. Students are the main body of education, and their growth mainly depends on their own initiative. To fully develop students' personality, we must stimulate students' subjective consciousness, give play to students' innovative spirit, and give play to students' personality specialties. As an educational concept, quality education is based on educating people. Basic education should cultivate children's all-round quality. To implement quality education in the basic education stage, we should not only respect students' dominant position, give full play to their initiative in learning, but also guide students' self-esteem, self-respect, autonomy and self-discipline. Of course, emphasizing students' autonomy does not mean that teachers' leading role can be weakened and school organizational discipline can be relaxed. However, on the premise of respecting students' dominant position, we should take corresponding measures to guide and promote students' continuous development and improve their own quality.
3. Deepen education reform. Quality education is a new educational idea and concept, not a specific course or a specific method, but through various teaching activities in schools.
Classroom teaching is the main channel to implement quality education. Only through classroom teaching can quality education be truly implemented. Therefore, we must reform the classroom teaching methods. First, we should examine the past teaching methods from the characteristics and trends of the times and social development; The second is to study cultural traditions; The third is to absorb new scientific and technological achievements.
In addition, campus culture has a subtle influence on the formation of students' quality. For the formation of certain qualities, such as moral quality and psychological quality, it often plays a more important role than classroom teaching. Therefore, creating a good atmosphere and carrying out various academic, entertainment and sports activities beneficial to students' physical and mental development can make students be influenced by good campus culture and cultivate healthy psychology.