Basic education in China includes preschool education, primary education and general secondary education.
At present, the de facto basic education in China refers to all forms of education before junior high school (including junior high school). In a narrow sense, it refers to nine-year compulsory education. In a broad sense, it should also include family education (abbreviated as tutor) and necessary social life knowledge education. Some people classify high school education as basic education, but this type of education has not been popularized in China at present, so in fact, high school education is not basic education.
With the development of China, it is estimated that by 2020, high school education will be basically popularized. The so-called independent value of basic education means that basic education has its own independent value in the whole education system, independent of other types and levels of education.
Establishing such basic education values is a very important conceptual basis for promoting the transformation of basic education from "exam-oriented education" to "quality education". At present, the phenomenon of "exam-oriented education" exists so tenaciously in schools, and key schools are becoming more and more popular. One of the important reasons is that the independent value of basic education has not been fully recognized, and the value of basic education is only attached to higher education. Whether it can provide more and better students for higher education or schools is the standard to measure its value.
This is actually giving up the independent value of basic education. Therefore, it denies the most fundamental significance of basic education.
So, what is the independent value of basic education? In this regard, the Compulsory Education Law of People's Republic of China (PRC) stipulates: "Compulsory education must implement the national education policy and strive to improve the quality of education, so that children and adolescents can develop in an all-round way in terms of morality, intelligence and physique, and lay the foundation for improving the quality of the whole nation and cultivating talents with ideals, morality, culture and discipline for socialist construction." The Outline of Education Reform and Development in China clearly points out that "basic education is the basic project to improve the quality of the people".
This clearly tells us that the value of basic education is mainly manifested in two aspects: first, the fundamental goal of basic education is to improve the quality of the whole Chinese nation, and its object and focus are all the people, not some people, let alone a few people; Second, the function of basic education is to lay the foundation for improving the quality of the whole nation. It emphasizes the cultivation of basic quality, not the cultivation of majors or some specialized talents. Therefore, the teaching content, curriculum system, teaching ideas and thoughts, teaching methods and evaluation of basic education must obey such a basic value goal.
References:
Baidu encyclopedia-basic education.
Please discuss the purpose and significance of basic education in China.
Curriculum policy is the embodiment, reflection and support of educational policy. As the embodiment of the national educational will, the curriculum policy is formulated under the guidance of the general educational purpose of the country, which stipulates the nature of the curriculum, relates to curriculum decision-making, restricts the design and implementation of the curriculum, has a great influence on the whole curriculum reform, and is the core of the whole education reform. Because of this, since the mid-20th century, especially in the last decade, many countries and regions, whether centralized or decentralized, are actively adjusting or formulating new curriculum policies to meet the requirements of curriculum reform. This paper discusses the development history and characteristics of China's basic education curriculum policy, and the development trend of China's curriculum policy in the future. 1. The development history and characteristics of the basic education curriculum policy are constantly changing, which reflects the development and changes of a country's political and economic system. The curriculum policy of basic education is also developing and changing with the gradual deepening of China's reform and opening up and the changes of political and economic system. From different angles, this change will form different historical periods. However, no matter how it is divided, several major historical stages it has experienced cannot be skipped, and several landmark policy documents cannot be ignored in its formation. This paper only examines it from the perspective of the subject of curriculum power. The development history of China's tomb-based education curriculum policy can be divided into three stages: the national model stage and the national model stage of ten places and ten schools. (1) The approximate period of the "national" mode is from 1977 to 1985, which is the restoration of the normal educational order and the initial exploration and construction. It can also be said that it is the gestation period or preparation period of implementing quality education in China. During the ten-year turmoil, the national education was severely damaged, almost paralyzed, the educational system in various places was chaotic, the textbooks for primary and secondary schools were completely denied, and the textbooks blindly introduced were of poor quality and very chaotic. After the "Cultural Revolution", education in China is facing the problem of restoration and reconstruction. Its main purpose is to improve the quality of education and students. In this case, the national textbook was rewritten and used, and a unified academic system and syllabus were adopted. 1977, * * presided over the national science education conference, repeatedly proposed to compile national primary and secondary school textbooks, and asked freshmen to use new textbooks when they entered school in the fall of 1978. According to the spirit of the meeting, the Ministry of Education has taken corresponding measures: First, a "textbook writing leading group" has been set up to lead the textbook writing. The second is to strengthen the People's Education Publishing House, organize a meeting on the compilation of textbooks for primary and secondary schools, compile textbooks for primary and secondary schools, and publish them by the People's Education Publishing House; The third is to determine 10 primary and secondary schools as the basic academic system and formulate a unified syllabus. 1978 1 June, the Ministry of Education issued the Trial Draft of Full-time 10 Primary and Secondary School Teaching Plan, which uniformly stipulated that the full-time primary and secondary school system should be 10 year. At the same time, the Ministry of Education organized more than 200 experts, scholars and teachers with rich teaching experience in various disciplines, and organized a meeting on the compilation of textbooks for primary and secondary schools. In this collection, ten-year textbooks for primary and secondary schools have been compiled nationwide. This textbook was written from September 1977, and was basically completed in June 1980. This is the fifth set of textbooks for primary and secondary schools commissioned by the People's Education Society since the founding of the People's Republic of China. Its distinctive feature is that all courses are compulsory and there are no elective courses. Judging from the historical development, this set of teaching materials brought order out of chaos in the education front at that time and learned historical lessons. As well as the modernization reform of teaching content, has played a positive role and made outstanding contributions. Therefore, the curriculum policy in this period adopted the "state" power model, the curriculum power was highly concentrated in the central government, and the curriculum was almost completely decided by the state. Neither local government nor schools have the right to decide the curriculum, but they can only implement the national decision. This is determined by the historical background at that time. This transitional curriculum policy has laid a good foundation for ending the chaotic situation of curriculum textbooks as soon as possible, restoring and rebuilding education, ensuring the basic level of national education, improving the quality of education and improving the quality of students, and also laying a good foundation for the construction of curriculum policy in the new period. What needs to be added here is that for a period after the founding of New China (including this period), the customization of primary and secondary school textbooks is a historical necessity and a choice of the times. It also adapted to the economic and social development level of China at that time, especially played an important role in safeguarding national unity, stability and national unity. We can't criticize the past national customization and the textbooks written and published under the condition of national customization just because the examination and approval system is implemented now, and arbitrarily belittle or even completely deny the advantages and disadvantages of national customization of primary and secondary school textbooks. Dialectical and realistic analysis and evaluation should be carried out under the historical background at that time. (2) The approximate time of the model stage of "Country and Ten Places" is 1985 to 1999. During this period, China's economic system reform changed from a planned economy to a market economy, and the political system reform did not stop deepening. The country is constantly implementing institutional reforms. Mainly at the local level, the school level still does not have much curriculum power. At that time, most provinces and cities in China had little power to arrange local courses or local courses to meet the needs of different regions. 1985 * * * the central government's decision on the reform of the education system was promulgated, aiming at the phenomenon that the relevant departments and schools are too unified, which makes the schools lack vitality. The principles of decentralization and hierarchical management are stipulated, and the curriculum power model of "ten places in the country" is gradually formed. The decision emphasizes that the fundamental purpose of the reform of the education system is to improve the quality of the people, produce more talents and produce good talents; Transfer the responsibility of developing basic education to local governments and gradually implement nine-year compulsory education; Nine-year compulsory education is implemented, and the principle of local responsibility and hierarchical management is implemented in basic education. 1986 promulgated the Compulsory Education Law of People's Republic of China (PRC), which stipulated nine-year compulsory education in the form of law, guaranteed the right of school-age children and adolescents to receive compulsory education, and further deepened the curriculum.
What are the values of mathematics education?
A friend who drives a taxi argued with me that he hardly needs math in his life and work now, and even has a meter to keep accounts.
He asked me, "What's the use of middle school mathematics?" . In my usual educational practice, students often ask, "Why do you want to study mathematics? What's the use of learning mathematics? " .
I found that, as a math teacher, although I often teach students that math learning is very important and useful, I don't seem to know what math is for. Every time I speak, all I can do is "Mathematics is the basis of learning other subjects well" and "Mathematics can cultivate people's thinking".
It is no wonder that some students will think that "learning mathematics has no value except coping with exams" after entering the society. This actually involves the value of mathematics education.
In fact, even among mathematicians, the understanding of mathematical value often hovers between "useful" and "useless". There is no doubt that all the development of mathematics is more or less based on reality psychologically.
However, once the theory appears in the actual demand, it will inevitably gain the power of development and transcend the limitations of direct practicality. It can be seen that if we look at mathematics from a purely practical point of view, some mathematics is really useless, or at least for some people, or for a certain stage.
For example, cardano (150 1 ~ 1576) was probably the first to use imaginary numbers. When he talked about the solution of cubic equation in a book 1545, he accidentally used imaginary numbers. Although others used it more and more later, they always found it incomprehensible.
It was not until the19th century that people clearly understood the imaginary number-complex number with the help of Gaussian geometric explanation. Hamilton (W.R. 1805 ~ 1865), a physicist and mathematician who has made great contributions to the study of complex numbers, thinks that complex numbers have definite mechanical significance, and this mechanical explanation is of great significance to electrodynamics and relativity.
Of course, what I am discussing now is mainly the value of mathematics education in the basic education stage. Let me talk about the value of basic education first.
People have a variety of needs, not only material and material needs, but also spiritual and cultural needs. There are many ways to meet people's material and spiritual needs, but improving quality through education is the basic way.
People receive education not only to meet their spiritual needs now, but more importantly, to lay a foundation for their ability to obtain economic benefits and meet material and spiritual needs in the future through the improvement of their own quality. Therefore, people need education, and education can meet people's needs.
Education meets people's needs, which not only promotes people's development and value, but also realizes and promotes the value of education itself. Educational value is the usefulness of educational function to meet people's educational needs, and it is the educational significance and function formed by people choosing educational function according to their own educational needs.
The fundamental function of education is to meet the needs of individuals for knowledge, ability, virtue and society for qualified citizens and professionals. ⑤ It can be seen that the value of basic education lies in meeting the educational needs of people at this age, learning basic knowledge for people, improving the basic ability of asking questions, thinking and solving problems, cultivating a noble moral foundation, and laying a comprehensive quality foundation for becoming qualified talents in society.
Basic education lays the foundation for human development, thus promoting human development and social development. Therefore, the value of basic education is the unity of the attribute that basic education meets people's needs and social needs. Because basic education is in a specific stage of education, its value is unique.
Its uniqueness lies in that, from the concept of quality education, the value of basic education lies in improving people's quality and promoting their all-round development; From the perspective of brain science, basic education develops human potential and promotes human growth and development. ⑥ Besides, educational activities are essentially a kind of value activities.
This is a basic point for us to understand educational activities and analyze the value of basic education. As far as mathematics is concerned, it has been an extremely important part of basic education since ancient times.
Socrates, an ancient Greek philosopher, attached great importance to mathematics education. In Plato's Republic, Socrates imagined that the king of philosophy ruled the society, and personal wisdom was used to control * * *.
The educational goal of cultivating the king of philosophy is to let students understand the ultimate truth. First of all, for practical purposes and to make students think about the abstract meaning of numbers, let them learn mathematics.
The purpose is to help them discover the truth, not to teach them the truth. Socrates believes that the study of abstract meaning of mathematics can help people shift their attention from the image of existence to the light of "goodness".
Since then, the study of plane geometry and solid geometry has also played the same role. These two courses are not only practical, but also help students to look at the abstract world of "goodness".
As an integral part of education, the value of mathematics education is self-evident. Mathematical value not only has its practical use, but also the value brought by its special nature to human spiritual needs.
The vast majority of people engaged in mathematics are based on the needs of human material life, but in this process, they do have a spiritual need: the need of rational life. Pet-name ruby and this profound spirit needs to lead mankind to make unremitting efforts to find the ultimate truth of the world and self.
From this point of view, we should not discuss the value of mathematics education, but what value it has in modern education and how do we understand these values? This question is actually difficult to answer. As I said at the beginning, it may not have a ready-made standard answer for people to use.
For example, each of us learns a language, some just learn to speak, some learn to read, some better people can write some articles, some better people can create complex and profound literary works, and some even specialize in the grammatical rules in the language. I think math education is similar.
Formal mathematics, like spelling and grammar, is the correct application of accepted rules. This may be valuable only to professionals, such as mathematicians and people engaged in mathematics education, and only they can understand it.
Meaningful mathematics is like telling.
What is the value orientation of the current basic education curriculum?
1. "Dualism" has long dominated our thinking. People's value orientation is subject to their basic view of the world. For various reasons, the dualist way of thinking has almost become our long-standing mindset, and the dialectics that emphasizes the unity of opposites has also been vulgarized. Dualism, the core of which is the binary separation of subject, object, mind and matter, is influenced by this, and our value orientation is often extreme and simplistic. Extremism means only recognizing the two poles, but not the middle. What is bad is bad, and what is black is white, which is not harmonious, splits the whole, and even shows artificial opposition.
Simplification means overemphasizing certainty and absoluteness, ignoring variability and relativity. In a simplified vision, there are often thousands of people, and the result will only be hordes; Instead, we can't appreciate the scenery of "colorful is always spring" from the perspective of "the mountain side is the peak, and the distance is different". This is reflected in education and teaching, that is, teachers lack tolerant mentality and broad vision. Students must vote for themselves proudly when evaluating "three good", and the answer can only go up in smoke. In this way, the subjectivity of students' personality and the enthusiasm of thinking are greatly suppressed. Only those who follow Nuo Nuo and abide by the rules can become good students, and the cultivation of democratic consciousness and innovative spirit will be out of reach.
Does the material basis determine the value orientation?
The premise of curriculum modernization is that its value orientation should conform to the spirit of the times.
Modern curriculum should take culture as its value orientation, and knowledge is the mother of curriculum, but it must meet two conditions: it must be moderately refined; Must conform to the age characteristics of students. Basic education curriculum should aim at high differentiation and high integration, and accurately reflect the development characteristics of modern science and technology.
As the core of cultivating talents and school education, curriculum is a course or runway to achieve school education goals. The premise of curriculum modernization is that its value orientation should conform to the spirit of the times.
With the arrival of the new century, the important task of "training new people for the first time in history" undertaken by basic education is once again unprecedented. For a long time, rationalization and logicality have been the highest and only value pursuit of basic education curriculum, while humanistic factors have been ignored.
At present, the curriculum should reduce the negative influence of rationality and logic in the curriculum, and think about the modernization of basic education curriculum from the perspective of culture. After the establishment of the school basic education system, what to teach is a common problem.
For a long time, the school education curriculum was dominated by atomism and foundationalism. Knowledge is regarded as a structure composed of countless concepts, laws and theorems. The path of scientific development is to divide many knowledge categories and build an accurate subject system. Its ideal is to guide students to carry out endless scientific exploration and firmly believe that science can make people acquire real knowledge and even reach the highest goal. Influenced by it, the mission of basic education is to explore the basis of knowledge, pursue absolute knowledge and its giving and receiving, and the academic spirit and internal vitality are abandoned and eroded to a certain extent, so it is difficult to unify philosophy, science and art in the curriculum.
1。 The life world is ignored.
According to Husserl's phenomenological view, the life world is a daily and perceptual given world, which is behind people and the foundation and premise of the scientific world. Only by fully recognizing its existence and value can we solve the great crisis that modern social life is divorced from concrete life and find the meaning of life.
However, due to the misunderstanding of the ideal of basic education, the basic education curriculum dominated by atomism and basic knowledge view is permeated with rationality and science, and the life world is forgotten. In front of the elegant academic hall, the life foundation of rational knowledge is almost unreasonable, and all disciplines tend to pursue pure science, trying to construct their knowledge scope and system with irrelevant scientific knowledge. The role of traditional culture in the basic education curriculum is replaced by the so-called modern culture, and the role of human culture is replaced. In this way, the main goal of the course is to cultivate knowledgeable and rational people, and its due significance and value attributes have disappeared.
2。 The integrity and unity of knowledge are destroyed.
In a certain sense, knowledge is the realistic data and conditions for people to feel and know the world in a cultural way, and it is also the way for people to show their cultural understanding and level to others and the world. There are not only intellectual activities of the subject, but also emotional experience and will efforts, which are intertwined and grow together, forming a complete unity of knowledge. Therefore, from the perspective of genetics, the generated knowledge is inseparable from practical activities and is a blend of reason and reason.
However, the rationalist view of knowledge and the curriculum under its influence completely ignore the latter aspect, and the role of emotional experience and will effort in knowledge generation is ignored. Therefore, this course is devoted to the bearing and dissemination of logic, computability, operability and measurability of knowledge, and to the knowledge construction to help students cultivate various cognitive abilities to deal with knowledge and information. That part of knowledge that should be full of vigor and vitality is stripped from the curriculum again and again and becomes dead knowledge.
Rational knowledge has become the most important and dominant part of the curriculum, but the knowledge of humanities and social sciences has not occupied enough position in it, and philosophy, science and art have been dismembered. Science, to be exact, natural science has become the most important part of the curriculum.
With its increasing importance, people's understanding of its position and role in school curriculum is absolute, while ignoring the irrational factors such as wisdom, emotion and will contained in human culture, which makes the curriculum seem indifferent and boring. 3。
These disciplines are isolated from each other. For the encyclopedic curriculum view, atomism is the basis of its argument.
The atomism put forward by Le Roussius and Democritus, in the sense of methodology, makes people have a deeper understanding of the world and is close to the ontology of the world, thus having a wide influence on scientific research and related activities, and on this basis, a modern theory of material structure has been formed. According to this theory, knowledge is regarded as a system with unique structure, which consists of countless concepts, laws and theorems, and many knowledge categories and subject systems are formed by this development.
This is also regarded as a grasp of the objective material world, that is, various disciplines are regarded as the results of studying the objective world from different angles and levels, which is also regarded as a reasonable and scientific understanding method. To this end, all disciplines are committed to building their own logical system to show their unique existence value.
As a result, all disciplines have gone to their own closed and isolated professional roads, farther and farther away from the foundation of the world. The above shows that the rational basic education curriculum has not adapted to the sound development of society and students' personality.
It is an inevitable choice for the basic education curriculum to transcend the misunderstanding of rationality and take the road of harmonious development between rationality and irrationality, science and humanities. In this regard, it is more meaningful to look at it in the context of knowledge economy.
The scientific and technological achievements of the last century have greatly changed the face of social life. In particular, the emerging knowledge economy has not only profoundly changed people's way of thinking, but also profoundly changed social values and lifestyles.
It puts forward many new topics for the basic education curriculum, and urgently requires it to adapt to the requirements of the times. Cultivating innovative spirit is an important subject of basic education in the era of knowledge economy.
Knowledge economy is characterized by knowledge innovation, which enables intellectual resources to be fully transported in a large range.