Keywords: popularization of higher education; Development; Personality publicity; It is believed that in 1950s and 1960s, under the pressure of various aspects, the United States took the lead in launching the popularization movement of higher education. In the 1960s, the European continent, with a relatively developed material base, took the lead in responding, forming the second wave of higher education popularization movement. After the 1970s, the third movement of higher education popularization mainly occurred in some countries with dual social and political transformation, and most other countries are also trying to popularize higher education. At this time, the popularization of higher education has removed the previous passion, started to become more rational, became the consensus of the international community, and formed a relatively mature theory. From 65438 to 0999, it took five to six years for higher education to bid farewell to elite education and become popular. However, the popularization of higher education is not a simple quantitative expansion. More importantly, it is necessary to form the values of respecting individuals, daring to publicize their individuality and developing individuals equally on the basis of highly developed material conditions and the guarantee of a highly perfect higher education system itself.
First, the popularization of higher education is the sublation of traditional elite education.
Traditional elite education advocates that higher education is the privilege of elites, and elites are determined by nature, or because of their outstanding talents, superior family economic status or high family status. Traditional elite education not only claims that entering higher education is the privilege of elite children, but also claims that higher education is to cultivate elites, and it is to train church priests, cultural masters, scientists and state officials.
(1) Challenges faced by traditional higher education Modern higher education has a history of more than 900 years since it was founded in Bronn University. Modern higher education in China began with the establishment of Beiyang School (now Tianjin University) in 1895, and has a history of one hundred years. In the past few hundred years, the function, structure and content of higher education have undergone many changes, each of which is related to the political and economic changes of society. However, higher education has never been challenged in all aspects as it is today.
1. Higher education is facing the challenge of accelerating the development of science and technology. In the 20th century, especially in the half century after the Second World War, the development of science and technology is amazing, and the speed of transforming science and technology into productive forces is also amazing. It has experienced five revolutions, basically once every ten years. This amazing development speed requires higher education not only to update the content, but also to fundamentally change the training objectives and training methods, so as to cultivate talents that meet the requirements of the times and keep up with the pace of scientific and technological development. However, the reform of higher education is very slow, and the teaching of higher education has not changed substantially from the previous situation. Obviously, the rapid development of science and technology and the slow reform of higher education have formed a sharp contradiction.
2. Higher education is facing the challenge of social change. First of all, it is the change of the world political structure. The cold war has ended, but the competition is becoming more and more fierce. Secondly, the application of science and technology in various fields of society has caused social changes. The development of science and technology, on the one hand, promotes the improvement of social productivity, on the other hand, it also brings a series of social problems such as waste of resources, environmental pollution and ecological destruction. Thirdly, with the continuous development of China's economy and society and the deepening of reform, it is currently in a critical period of great transformation, development and differentiation. Per capita GDP is at the critical stage of1000-3,000 USD, with the most intense contradiction between population and resources, economic imbalance, social disorder and psychological imbalance, and social ethics needs to be reconstructed. It can be seen that China is not only a golden opportunity period for economic and social development, but also a period of various contradictions.
3. Higher education is facing the challenge of two cultural conflicts. Cultural conflict is the conflict between China's traditional culture and modernization. China's long history has nurtured excellent cultural traditions. But after all, traditional culture is the product of the old times, with essence and dross. The essence can inspire people to work hard and promote modernization, while the dross may hinder the process of modernization. Another kind of cultural conflict is the conflict between Chinese and western cultures. While introducing western science and technology, China also brought some western cultures. Some western cultures are advanced, such as their open mind, pragmatic spirit and democratic tradition, which we should absorb and melt according to the reality of our country. However, some are decadent, or some are feasible in the west, but they are not in line with China's national conditions, so we should analyze them and discard them.
(2) The popularization of higher education is the self-choice of educational development. Higher education is not a sacred object that people look up to, but an effective strategy that people use in their lives. Its development process is a process from goal to tool, which is just the opposite of the process of human evolution. It is in the face of the continuous challenges in the above three aspects that higher education began to step down from the altar and began a new journey of serving the all-round development of economy, society and people. It can be seen that the process of higher education leaving the altar is the process of people's own value rising, and the process of promoting from elite training to popularization. In the practice of this choice, human beings realize that higher education cannot be separated from the masses. Only with the participation of the masses can higher education become the most effective tool for human beings to understand and transform the world, become the universal welfare of human beings, and become the ladder for the general rise of human spirit. It is precisely under the impetus of the rising power of human beings that higher education has changed from a general form to a vivid and concrete form, from an external thing that is only decorative to a great extent to a thing that human mind self-transforms and practices, and from a thing that is only suitable for a few elites to a universal thing, a thing shared by the public, and a vivid and concrete thing that is suitable for all. People's personality has been displayed, people's potential has been brought into play, and human beings have begun to truly approach their dreams.
Second, the entrance to higher education is closely related to the material life.
The process of popularization of higher education is the process of introducing the content of human transforming nature into the palace of higher education, which embodies the development of human understanding of their own strength and is an evolution from negation to gradual affirmation. It is to bring a large number of laymen into the palace of higher education, share a kind of value, and build a beautiful human society with modernization in terms of armed manpower and material resources.
(A) scientific ideas into the public is the forerunner of the popularization of higher education. In the process of constantly understanding and transforming the world, human beings realize that science has demonstrated its great power to the world with its own achievements, which has greatly stimulated people's thirst for scientific knowledge, promoted the popularization and expansion of scientific knowledge, and promoted people's belief and dependence on scientific culture. Under the guidance of this belief and dependence, people have accepted the mass production of machines, professional division of labor, scientific management rules, factory system, new consumption patterns and new values. Inspired by this kind of values, the whole society began to walk out of the self-sufficient and isolated social life state and enter a new life state of division of labor, cooperation and interconnection. As a result, people's identity has undergone a fundamental change, people began to change from the original single role to a diversified role, and began to have new expectations and ideas for the new laws of social life. People no longer only want material benefits, but also want to reflect their own values. This pursuit is people's pursuit of individuality and democracy, which is compatible with scientific ideas. It fully embodies people's pursuit of embodying their own spiritual values while enjoying material welfare, and the best way to reconcile the relationship between them is to show their self-worth by exerting their personal abilities. When people have realized that science is the fundamental means to reflect people's strength and value, the supremacy of ability has become a basic principle of social transformation. If people want to acquire scientific knowledge and enter the field of science, they must receive higher education, and higher education has become a bridge between science and personal ability development. With the continuous improvement of people's understanding of the function of higher education and the constant absorption of nutrition in this palace of scientific ideals, scientific concepts began to enter the public, and the public's desire to enter higher education became increasingly strong, so the public gradually approached higher education.
(2) The highly developed social material life broadens people's access to higher education. With the continuous enrichment of material life, people's understanding and acceptance of scientific concepts have also begun to go from shallow to deep, from biased to comprehensive. On the one hand, people began to mainly see the material effect of scientific power, and the role of science on individuals was mainly from the material level, not from the perspective of the role of science on human living conditions and personality values. On the other hand, only when people really become the main body engaged in scientific activities can they truly experience the spiritual value of science and its role in developing people's personality. Judging from the connection between the concept of science and the individual's ability to transform the world, individuals only regard science as a tool and accept themselves as a tool, which belongs to the development of personal potential and cannot realize the development and perfection of personality. At this time, the state of social life is still an underdeveloped material state, which has not made people transcend the material level and has not yet reached the stage of transformation to spiritual life. This not only limits the public's further understanding of science, but also limits their ability to enter higher education. When people enter higher education, they begin with the pursuit of material goals, but they must end with the pursuit of spirit. The popularization of higher education adapts to the transformation of social production and is the self-choice of human development. The material premise of the popularization of higher education is that the social material life has been quite rich, and the society has prepared sufficient material conditions for higher education to absorb the public. It can be seen that the caliber of entering higher education is always closely related to the state of material life. Only when the material state of society reaches a highly developed state will the caliber of entering higher education be greatly broadened and higher education will really begin to enter the stage of popularization.
Thirdly, personality publicity is the highest form of higher education popularization.
The true popularization of higher education is that the material conditions are highly developed, the higher education system is highly perfect, the society forms the core values of respecting individuality, and the development of individuality is fully publicized.
(1) Diversification is the only way to popularize higher education. Popularization of higher education is an inevitable trend of social development, and diversification of higher education is the only way to achieve popularization. The inevitability of diversification lies in: first, the diversification of social needs, the industry in Qian Qian in society, the specifications, levels and requirements of all kinds of talents are also Qian Qian, and the talents under the same model can not meet the diversified needs of society; Second, people's personality, intelligence, needs, goals and prices are different. Only diversified higher education can meet the different learning needs of more people. Third, the country's financial resources are limited, and only diversified higher education and multi-channel fund-raising can achieve popularization. Internationally, the process of popularization of higher education is closely related to the process of diversification of higher education. When discussing the development stage of higher education, American scholar Martin Ross pointed out that with the expansion of the scale of higher education, higher education will inevitably undergo qualitative changes. Martin Trow's definition of diversification of higher education is: corresponding to the expansion of scale, the elements of the new stage become systems and structures, and the whole process of multi-level and diversification of higher education. For most people, the popularization of higher education is to expand enrollment opportunities, while the diversification of higher education is to provide higher education that meets people's needs through as many methods as possible.
(2) The continuous improvement of the higher education system provides a stage for the publicity of personality. The popularization of higher education requires the unprecedented expansion of the scale of higher education and the establishment of diversified higher education institutions to meet various consumer demands. As a result, there are more students, more schools, more academic systems, more courses, more teachers and more students' graduation qualifications in higher education. The continuous improvement of the higher education system provides opportunities for individuals to discover their own potential. Once individuals can choose courses according to their hobbies, they can avoid great blindness and compulsion and quickly find their own development potential. Individuals will inevitably begin to consciously design themselves according to an ideal personality, enrich themselves, show themselves, and constantly improve their personality design, so as to promote their personality to perfection. At the same time, individuals understand the value of all kinds of knowledge in the process of adapting to all kinds of knowledge requirements. The existence of all kinds of knowledge provides a reference for the development of personal potential and an opportunity for the realization of personal potential. In the era of popularization of higher education, higher education is inclusive and open to all kinds of knowledge, which provides a place for the development of all kinds of knowledge. The parallel development of all kinds of knowledge embodies the pluralistic cultural values, the demand for all kinds of useful knowledge in the era of cultural consumption, and also provides a more relaxed environment for knowledge innovation. The existence of a variety of knowledge, the publicity of personality and the dance with knowledge innovation have formed a big stage for the sublimation of popular higher education.
(3) Personality publicity is the highest form of higher education popularization, and the fundamental purpose of higher education popularization is to give equal opportunities for personality development. Contrary to the purpose of elite education to safeguard special interests, the core of the values of mass higher education is universal respect for individuality, and the full realization of individuality is the internal pursuit of higher education system. In the era of elite education, the value of personality has been in a concealed state, which is limited by material conditions and concealed by the value of pure knowledge, national interests first and material utility. The fundamental purpose of higher education activities is to make people get spiritual freedom, and the essence of its activities is spiritual, not material, that is, the pursuit of material needs is the condition to promote the development of higher education, and the pursuit of spiritual satisfaction is its fundamental purpose. Exploring and acquiring knowledge is an important task of higher education, but it is only a means of human activities, not a fundamental purpose. The realization of the purpose of higher education needs an effective social system guarantee, which is guided by a universally recognized value, and this value is the key to the existence of culture. The fundamental purpose of higher education activities is to enable people to obtain spiritual freedom and personalized higher education, with the goal of students' greatest interests and development, and the ultimate goal of students becoming independent personalities and self-development ability in society. It broke the original unified pattern of higher education, straightened out the relationship between academic, administrative power and market, encouraged students to choose independently, formed students' individual characteristics and provided opportunities for their development. Only when the material foundation is highly developed can the public have the opportunity to receive higher education. Only when a variety of knowledge exists can the public accept the diversity and individuality of higher education. Only when the public establishes the value system of higher education activities with respect for individuality as the core and people-oriented and all-round development as the highest goal. Obviously, the real transformation of higher education takes place at the level of values, advocating the substantive value of knowledge, and thinking that the power of the state is not infinite and the autonomy of college students can be fully exerted. When the role of market organizations should be brought into full play, higher education can better move towards popularization, individualization and individualization, become an individual lifestyle and become a basic form of modern society. The individualization and publicity of its education are the ideal and personal potential of personality egalitarianism. At present, from the perspective of gross enrollment rate, China's higher education has entered the stage of mass education, but from the perspective of social and material living standards, the mass system of higher education is still under construction, and the values of respecting individuality and giving it equal opportunities for development are far from being formed. According to the requirements of the conference "Higher Education Enrollment, Quality and Fairness" jointly held by China Education Development Center and China Ministry of Education in Beijing from June 27th to 29th, 2000, the popularization of higher education in China is in its infancy, which is far from the real popularization of higher education. There is a lot of work to be done, and we should not blindly think that China has completely entered the stage of popularization of higher education. Only by respecting the objective reality and the law of educational development can we take every step in the process of popularization of higher education.