I. Ideas
What is an idea? It seems that there is no authoritative definition yet. The New Modern Chinese Dictionary notes "meaning" as "concept". Such as democratic concept, humanitarian concept and business concept "; (Note: A Dictionary of Modern Chinese, edited by Wang, Hainan Publishing House, 1992, p. 984. The language dictionary regards "idea" as "the psychological essence or spiritual essence of the universe, and its relationship with the material world is just like the relationship between human soul and body" (Note: The Language Dictionary edited by Wang, Third Ring Press, page 2 123, 1990). Definition of); Chinese Dictionary directly interprets "concept" as "rational concept". (Note: Editorial Board of Chinese Dictionary: Volume IV of Chinese Dictionary, Chinese Dictionary Publishing House, 57 1 page, 1989 edition. ) and "Cihai" pointed out (note: the middle volume of "Cihai", Shanghai Dictionary Publishing House, 1979 edition, p. 2776. ): "Idea" is a noun of old philosophy, which is usually translated into "idea" in Plato's philosophy, while "idea" in Kant's and Hegel's philosophy refers to the concept of rational field, also known as idea.
Is "idea" a specious concept?
In fact, according to the research data provided by the philosophical circles, even Socrates, the ancient Greek philosopher who first put forward the word "idea" with a preliminary explanation, Plato, the ancient Greek philosopher who first discussed it as a philosophical term, and Kant, the German philosopher who first consciously analyzed the differences between "idea" and "rational concept" and other similar and related concepts, had the most concentrated and detailed discussion on "idea" at the earliest. When discussing or discriminating the concept of "idea", they have different philosophical understanding and application of "idea" because of their different world outlook and methodology. Socrates believes that "ideas exist in nature as models", "every idea is just an idea in our hearts, so there is only a single idea" and "the so-called idea is a single thing that ideas think will always have their own identity under any circumstances"; (Note: Yan: Rheology, Idea and Entity-Three Directions of Greek Ontology, Renmin University of China Press, 1997, pp. 93-94. Plato put forward: "All perceptual things are named after ideas" (note: quoted from the Teaching and Research Section of Foreign Philosophy History of Philosophy Department of Peking University: Selected Readings of Western Philosophy, Volume II, Volume 72 198 1 edition) "People should integrate all kinds of senses into a unity through rationality, so as to understand ideas." (Note: Quoted from the Teaching and Research Section of the History of Foreign Philosophy of the Department of Philosophy of Peking University: Selected Readings of the History of Western Philosophy, Volume II, Volume I 198 1 Edition, p. 75. He believes that "idea" is an eternal and independent entity and the root of the real world. Kant believes that "idea" refers to a "pure rational concept", which comes from intellectuality and transcends the possibility of experience; (Note: Han Yanming: "Analysis of University Ideas", essays of doctoral students of the year 2000 in Xiamen University College of Higher Education. Hegel seems to have no fixed understanding of ideas. He thinks: "Concept is self-sustaining truth, and it is the absolute unity of concept and objectivity", "Concept can be understood as rationality (that is, rationality really defined in philosophy), and it can also be understood as the unity of subject and object, concept and reality, finiteness and infinity, and soul and body; It can be understood as the possibility of reality itself; Or its essence can only be imagined as something that exists, and so on. Because the concept contains all intellectual relationships. " (Note: Quoted from the Teaching and Research Section of the History of Foreign Philosophy of the Department of Philosophy of Peking University: Selected Readings of the History of Western Philosophy, Volume II, pp. 427-429, 1982. Hegel even put forward that "the idea itself is dialectics" and "the idea is essentially a process" and so on. To sum up, we come to a conclusion: they have no unified overview of "concept".
The above is the analysis and elaboration of the "idea" by western philosophy masters. According to Professor Han Yanming's research on concepts, although there were no concepts in ancient China, there are many similarities and similarities between the concepts in ancient China philosophy and those in ancient western philosophy. He thinks that the evolution of "Li" in China can be divided into nine stages: (Noe: Han Yanming: Analysis of University Concept, Doctoral Dissertation of Xiamen University Higher Education College in 2000. ) (1) The "principle" in the Spring and Autumn Period was manager and governance; (2) The "reason" in the Warring States period was benevolence and righteousness; (3) In Qin and Han Dynasties, it was named "Li"; (4) Records of Wei, Jin, Southern and Northern Dynasties.
Question 2: What is China's educational philosophy? Ten Concepts of Modern Education in China;
People-oriented, all-round development, quality education, creativity, subjectivity, individuality, openness, diversity, ecological harmony and systematicness.
Basic characteristics of educational ideas:
(1) The educational idea is the formation of the ideas or ideas that the educational subject thinks about education and its phenomena, and it is the result of rational understanding;
(2) The concept of education includes the value orientation or tendency of the subject of education about "what education should be" and belongs to the concept of "good education";
(3) Educational idea is not educational reality, but comes from thinking about educational reality, which is the conscious reflection of educational subject to educational reality;
(4) The concept of education is a universal or superordinate concept with extensive extension, which can reflect the commonness of the concept of educational thinking.
(5) Educational ideas are instructive to educational practice.
Reference link:
Ding Yu Concept _ Baidu Encyclopedia
baike.baidu/...3YtSj_
Question 3: What is the difference between educational ideas and educational ideas? First of all, explain what is the viewpoint about educational things themselves, mainly explain what is the essence, nature, function and development law of educational things. Now it is considered that the school is not only a place for students to study, but also a place for students to grow and live, and also a place for teachers to progress and grow. Therefore, under the control of this concept, many schools in our country have a new trend. Many primary and secondary schools are linked with institutions of higher learning and scientific research institutes, not only engaging in scientific research, but also training teachers, so that teachers can improve their quality through contact with researchers, experts and professors in colleges and universities, which not only makes schools a paradise for students to grow up, but also makes their different ideas lead to different behaviors. Let's review and reflect on the development of our country and our personal development. What is the most fundamental lack? The people of China do not lack energy, enthusiasm and wisdom. The key is to choose the wrong direction and not go to the right place. Therefore, from this perspective, the most critical issue for us now, the issue that determines our direction, is the concept. We might as well sum up the function of thinking in four sentences: thinking determines the direction, thinking determines the method, thinking determines the success or failure, and thinking determines the future. Therefore, the first aspect of educational philosophy is to study what education is. Secondly, the concept of education is also the judgment of educational value. Value is very important in the field of education, and educational value is the application of this thing, this thing or this activity in education. For example, what's the use of a teacher's lecture? Only by deeply understanding its value can we use it correctly. What should be done is right, not just lectures, but the more you talk, the worse the effect. Let's give another example. For example, students' homework is very useful, but what do you think is the function of students' homework, what functions it is given in our quality education and what tasks it is required to complete? The value judgment of these aspects directly affects how teachers lecture, how much they talk, what homework to leave, how to leave homework and so on. You haven't figured it out yet, and you are very confused. That is to confuse the teacher, not only in the process of education. If you don't have a clear understanding of yourself and correct ideas to guide you, even if you are enthusiastic and enterprising, you may not be able to grow. Therefore, teaching concept is the key to value judgment, and it is not enough for educational concept to only know value at the same time. Educational philosophy also studies how to realize value, that is, the way to realize value. Furthermore, the concept of education is an unquestionable judgment and opinion, and it is firm. This idea has a great influence on other related understandings and views, and is willing to take action to realize this idea. For example, some principals in our province have always believed that one thing is research-oriented schools. From the day they became principals, they held high the banner of research-oriented schools and began to focus on scientific research from all aspects. The slogan is research-oriented school, project-driven, and everyone engages in scientific research and puts it into the daily work of the school. After a few years of persistence, it looks very different, because it is definitely harder than others to engage in scientific research at first, but once he has established this concept, even if there are some difficulties, there are some. Fourthly, the concept of education is formed on the basis of rational thinking and personal experience. Without your own rational thinking and personal experience, you can't form a real concept, that is, the teaching concept must be the result of your own rational thinking and personal experience. Listen to a report and read a book, you can get some new inspiration, but you can't immediately turn some judgments and opinions here into your own ideas. The formation of ideas has a process. Let's summarize the above explanations. It can be said that people's concept is a kind of judgment and opinion formed in the process of thinking about and answering questions such as what an educational thing is, how it should be, what its value is, and how to better realize its value. This view is fundamental and firm, which explains what the teaching concept is from another side, and the teaching concept has a certain personality, that is, everyone's teaching concept is different. On the premise of knowing the concept, there are several relationships to know. The first relationship is what is the difference between teaching concept and teaching concept? Why did you say that you want to update your educational concept in the past, but in recent years you said that you want to establish an advanced teaching concept? What is the difference? Educational ideas are essentially the same, but there are some differences. Concept ... >>
Question 4: What does the basic educational concept of the new learning method mean? 1. quality education: quality education is an education aimed at improving the quality of the people. It is an education 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 all students and improving their basic quality in an all-round way, and focusing on cultivating the attitude and ability of the educated and promoting their lively and positive development in moral, intellectual and physical aspects.
2. People-oriented: People-oriented educational philosophy requires emphasizing humanistic care for students, treating students as "people" with feelings and needs, rather than "containers" of knowledge and "machines" of examinations, and actively creating a relaxed, happy and harmonious learning atmosphere. In the process of teaching, it is required to realize the educational goal by tapping the potential of students and improving their potential. We should be good at giving full play to students' advantages and helping them improve, instead of just focusing on grades and performance, so that each student has his own development space.
3. Curriculum structure: How to balance the needs and possibilities of knowledge, children and society in the content of each course involves the compilation of curriculum standards and textbooks (especially textbooks).
4. Curriculum standards: Curriculum standards are the basis of textbook compilation, teaching, evaluation and examination proposition, and the basis of national management and evaluation of curriculum. It embodies the basic requirements of the state for students at different stages in knowledge and skills, processes and methods, emotional attitudes and values, stipulates the nature, objectives and content framework of each course, and puts forward teaching and evaluation suggestions.
5. School-based curriculum: School-based curriculum is a variety of courses for students to choose from under the premise of implementing national and local courses, by scientifically evaluating the needs of our students, making full use of the curriculum resources of local communities and schools, and according to the school's school-running ideas.
6. Curriculum resources: curriculum resources refer to various factors that are conducive to the realization of curriculum objectives, including the sources of factors that constitute the curriculum, such as knowledge, skills, experience, activities and methods, emotional attitudes and values, and training objectives; It also includes the necessary and direct conditions for implementing the course, such as manpower, material resources, financial resources, time, venue, media, equipment, facilities and environment, as well as the understanding of the course.
7. Positive learning attitude: The process of students acquiring basic knowledge and skills becomes the process of learning to learn and forming correct values.
8. All-round development of students: Basic requirements are put forward for students at different stages in terms of knowledge and skills, processes and methods, emotional attitudes and values. The course puts special emphasis on promoting students' healthy physical and mental development, cultivating good conduct and lifelong learning desire and ability.
9. Science Humanities Course: This course is based on science, takes the perfection and liberation of human beings as the highest goal, emphasizes the dialectical unity of human scientific literacy and humanistic literacy, and aims at the exchange and integration of scientific knowledge, scientific attitude and humanistic spirit, and strives to integrate educational concepts such as "learning to survive", "learning to respect, understand and tolerate", "learning to live together" and "learning to create" into all aspects of curriculum development.
10, the curriculum ecological view of returning to life: emphasizing the organic unity of nature, society and people in the curriculum system, making nature, society and people the basic sources of curriculum (that is, nature is a curriculum, society is a curriculum, and self can be a curriculum).
1 1, improvement of students' learning style: based on the change of teachers' teaching behavior, teachers should pay attention to students' learning process and methods, pay attention to what methods, means and ways students use to acquire knowledge, try their best to create an atmosphere in which students actively participate, are willing to explore, work diligently and take the initiative to acquire knowledge, and guide students to learn to collect, analyze, process and use information.
12. Three-level curriculum management mode: let local and schools participate in curriculum decision-making, let principals, teachers, even students, parents and community people have the opportunity to participate in the curriculum construction of basic education, and put forward opinions and suggestions for the development of basic education.
13. Textbooks are examples: textbooks are "cultural intermediaries" (or materials) used by schools to promote students' development, and the content of textbooks is a (but not the only) "topic" in the dialogue between teachers and students in the teaching process. This is a concrete example. The ultimate goal of students' learning textbook content is not to remember all the contents of the textbook, but to use the textbook materials to train the method of analyzing problems and improve their ability to analyze and solve problems. Teachers take textbooks as "intermediary" and organize activities such as dialogue and exchange between teachers and students ...
Question 5: What is an advanced educational concept? The advanced educational concept is people-oriented, and human learning determines teaching-a comprehensive and harmonious development concept.
For the rejuvenation of the Chinese nation and the development of every student, it is the most important and core concept of the new curriculum. "For the development of every student" is to make students develop into "complete people", which embodies the curriculum value orientation of all-round development and is also the result of fundamental changes in contemporary education centers. Looking back on the history of education development from 65438 to 000 in the 20th century, the center of education is changing from "discipline-oriented" to "people-oriented" all-round development. The remarkable characteristics of this transformation are student-oriented, paying attention to students' all-round development, opposing authoritarianism and elitism, and requiring all key students to achieve all-round development.
Question 6: What are the educational ideas? 1. People-oriented is the eternal theme. Because the ultimate goal that people pursue is to treat people more fairly.
2. Independence, cooperation, exploration and innovation.
3. Balanced development and educational equity.
Question 7: What is the purpose of education in China? Educational goal is a multi-level and multi-meaning category. According to the abstract and concrete degree of educational goals, it can be divided into national educational goals (educational goals), school training goals, curriculum education goals and unit education goals. According to the process of educational activities, it can be divided into final educational goals, phased educational goals and immediate educational goals; According to subjective objectivity, it can be divided into objective educational goals and subjective educational goals.
(a) according to the degree of abstraction of educational objectives, educational objectives can be divided into:
1. National education goals. In other words, the purpose of education is the general requirement of people trained by all kinds of education at all levels. It is the most abstract educational goal, which is usually stipulated in the constitution or the basic law of education or related educational policy documents.
2. School education goals. Or training targets. It is the educational goal set by schools of all levels and types according to the national educational goal, and it is the embodiment of the overall educational goal, such as the training goal of primary schools and the training goal of ordinary middle schools.
3. Curriculum education objectives. This goal is embodied in the curriculum plan and curriculum standards, which specify what to teach and how much time to spend, as well as the overall goal and sub-goals. It is the further concretization of educational purpose and training goal.
4. The goal of unit education. Or teaching goals. This is an educational goal set with "unit" as the basic unit of teaching. Benjamin S. Bloom (19 13-) and others put forward the classification of educational (teaching) goals: the educational (teaching) goals of various disciplines are divided into three areas: cognition, emotion and motor skills. In the field of cognition, it is divided into six aspects: cognition, understanding, application, analysis, synthesis and evaluation. In the field of emotion, it is divided into five aspects: acceptance, reaction, formation of values, organizational values system and individualized values system. In the field of motor skills, it is divided into four aspects: overall movements, coordinated and meticulous movements, nonverbal communication movements and speech acts.
(2) According to the process of educational activities, educational objectives can be divided into:
1. End the sex education goal. That is, the level of physical and mental development that a society and country expect minors to achieve.
2. Staged education goals. Also known as progressive educational goal, it refers to the goal to be achieved at a certain educational stage and level, and it is the stage differentiation and level decomposition of the final educational goal.
3. The goal of instant sex education. This refers to the goal of specific educational activities, which can be achieved in a short time.
(3) According to the subjective and objective, educational objectives can be divided into:
1. objective education. This refers to the educator's external educational goal independent of his will. It is a reflection of social, political, economic and cultural factors on the requirements of future talent specifications and quality, and is usually determined in educational policies and regulations and related educational texts.
2. The goal of subjective education. This refers to the educational goals that educators understand and accept ideologically, or those advocated by some educators, thinkers and politicians.
Question 8: What is makarenko's educational philosophy? Educator makarenko once said a classic sentence: "Everything is given to children, everything is sacrificed, even our own happiness. This is the most terrible gift parents give their children. " He adheres to the principle of collective education.
One of the principles of moral education. It means that in the process of moral education, we should pay attention to cultivating students' collectives, rely on them and give full play to their role in education. Makarenko, a Soviet educator, called this influence "parallel educational function". Based on the dialectical unity of collective and individual and the special role of collective in the formation of students' ideological and moral character. Collectivity is an important and powerful means to cultivate people and their spiritual development. Only in the collective can individuals acquire the means to develop their talents in an all-round way. The noble virtues of students' collectivism, solidarity and mutual assistance can only be formed and consolidated through collective activities. Carrying out this principle requires: (1) to cultivate and promote the formation and development of a good student collective and make it an educational force; (2) Give full play to the educational role of the students' collective; (3) handle the relationship between individuals and collectives. Be good at combining collective education with individual education, so that the collective and the individual can promote each other in development.