The meaning of quality education

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. "-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 improving their basic quality in an all-round way, 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 mainly includes internal quality and external quality. Intrinsic quality mainly refers to people's views and significance on the world, environment and life, including people's world outlook, outlook on life, values and morality, that is, a person's views on people, things and things can also become a person's "mentality". External quality is a person's ability, behavior, achievement and so on. Professor Tao Hongkai's point of view: Quality is divided into psychological quality, professional quality and comprehensive quality. The present exam-oriented education focuses on listening, while quality education focuses on the initiative of the educated. Keep it short! But the height is limited, only for children, but ignoring the educators themselves and all social people. 1. Quality education is an education with the fundamental purpose of comprehensively improving people's basic quality, respecting people's subjectivity and initiative, taking people's personality as the basis, paying attention to developing people's wisdom potential and forming people's sound personality as the fundamental feature. Quality-oriented education is the practical need of social development, aiming at making people correctly face and deal with all things and phenomena in their social environment. Marxism-Leninism socialist society, Mao Zedong Thought socialist society, Deng Xiaoping Socialism with Chinese characteristics socialist society and Hu Jintao harmonious society are all high-quality ideal societies. Without high quality, where does "harmony" begin? Without high quality, "socialism" will be an illusory ideal society. 2. Quality education should be advocated from the height of the whole society. The public service advertisement of CCTV- 1 reached its climax after several decades. However, quality education should not be initiated under the pretext of certain activities (such as learning Lei Feng Day, Olympic Games, World Expo, etc.). Society is made up of every individual, and life is made up of every day, every second and every moment. Every social person and every life activity reflects your quality. " People on the bridge are watching the scenery, and people under the bridge are watching you. "Everyone is duty-bound. 3. Quality education should start with news figures and give full play to their social effects. Chairman Mao's era is a special era, and the essence of Mao Zedong Thought is: seeking truth from facts; Criticism and self-criticism; Serve the people ... at that time, leaders, role models, advanced, exemplary, exemplary and upright people ... some exciting words of that year have gradually faded out. But now there are only government officials and no "leaders"! " "Serving the people" was replaced by "image is more important than life". "Who led our revolution, who led us to turn over? "-who can lead us in the educational revolution and quality education? -"Our loved ones, Chairman Mao!" "Our loved ones, * * *! " ? The power of the people is limitless. Leaders take the lead and the masses come on! For all mankind and socialist construction, come on! The goal of quality education

The goal of quality education is to cultivate a successful personality. Mr. Ye Changqiang, an expert in personality cultivation, has made many cultural celebrities, Confucianism, Buddhism and Taoism, social elites and celebrities at home and abroad. Immersed in the vast Chinese culture, he summed up the essence of personality-Dacheng model, which filled the gap in humanities education at home and abroad. Dacheng mode is a summary and promotion of the personality development of sages. Holographic personality is modeled on human body structure and is divided into nine parts: Tao, morality, knowing and doing, time, contract, behavior, result, emotion and choice. On the premise of life evolution, it approaches the spiral balanced growth mode in the external and internal harmonious mode. The Soul of Quality Education in the Soviet Union

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 lies in editing this paragraph.

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. Edit the quality education mechanism in this paragraph.

At present, the definition (or explanation) of quality education in primary and secondary schools in China varies from different angles. According to the "emphasis", someone summed up that "quality education" has 9 categories and 15 definitions. Some of these nine definitions belong to the definition of words; Some belong to the philosophical definition; Some emphasize human development as the starting point; Some emphasize human development and social development; Some emphasize the quality of citizens; Some emphasize the combination of nature and nurture, and some rank various qualities; Some try to divide the quality level; Others emphasize bringing talents into play through scientific channels. Looking at these definitions, although they are expressed differently, they all have the same characteristics: First, they think that quality education is an education with the fundamental purpose of comprehensively improving the basic quality of all students. Second, quality education should be based on the actual needs of social development and human development. Although some definitions only mention human development, they do not ignore social needs, but emphasize human development in view of the bias of "exam-oriented education" that ignores students' subjectivity. Third, in a sense, quality reminds people of potential. These definitions all advocate the full development of intellectual potential. Fourthly, we advocate the full development of intellectual potential, and the all-round development of personality and the cultivation of psychological quality. As a definition, it should be concise and cover the essential characteristics of essence. According to this requirement and the above analysis, we can try to define quality education as: quality education is based on the actual needs of human development and social development, with the fundamental purpose of comprehensively improving the basic quality of all students, with the fundamental characteristics of respecting students' personality, paying attention to developing people's physical and mental potential and forming a sound personality. Basic characteristics of quality education in editing this paragraph

1, total

The so-called "all", in a broad sense, means that quality education must be geared to all the people, and all members of society must receive basic education for a certain period of time and to a certain extent through formal or informal channels. The "integrity" of quality education in a narrow sense refers to opening the door to formal basic education for all school-age children. In other words, quality education does not require or allow children to be screened according to certain standards (such as race, nationality, gender, skin color, language, socio-economic status and other differences). "Integrity" is the most essential provision and the most fundamental requirement of quality education. Without this, there would be no quality education. Most countries in the world link quality education with the implementation of compulsory education because compulsory education ensures the equality of educational opportunities and the fairness of the right to education in legislation. Adhering to the "integrity" of quality education is mainly defined as follows: First, ensuring education becomes everyone's right and obligation. Education is the most important and basic right of every child. Second, ensure that the cultural literacy of the whole nation is above the minimum acceptable level, put an end to the emergence of new illiteracy, and primary and secondary education should serve to improve the basic quality of the whole people and promote national economic development and democratic construction. Third, implement the socialist principle of "equal opportunity" and provide the fairest premise for everyone's sustainable development. The ultimate goal of quality education is to lay a quality foundation for qualified citizens in the future.

2. Foundation

The so-called "foundation" is relative to specialty (occupation) and orientation. Quality education provides children and teenagers with "basic quality" instead of professional quality or professional quality, so that students can have "general learning" instead of becoming "small experts" in a certain field or a certain labor occupation. The main significance of adhering to the "fundamentality" of quality education lies in the following: First, a person can "migrate" to a higher level of quality or professional quality only if he has good basic quality. Basic education aims at developing and perfecting people's basic quality, so many people point out that the essence of basic education is quality education. Second, human beings contain great freedom of development, which is human plasticity. The higher the degree of freedom, the stronger the plasticity; Or vice versa, Dallas' education in the auditorium is the cause of shaping and cultivating people. If basic education is full of targeted and professional training, instead of laying a solid foundation, it is equivalent to restraining the length and shortening the length, regressing the non-professional function to the professional function, narrowing the freedom of development and suffocating people's plasticity. Thirdly, in the sense of educational cybernetics, education is an artificial and optimized control process, which enables the educated to develop continuously according to the predetermined goals. However, if basic education is limited to vocational and orientation training, the possibility space that should have been expanded and developed will stagnate and shrink prematurely. Isn't this against the original meaning of the word education (optimal control)? How can we expect the trained students to be good at coping with the complicated and changeable "uncertainty" of society?

3. Development

The so-called "development" is to focus on cultivating students' knowledge and ability of self-learning, self-education and self-development, and really shift the focus of students to enlighten their minds, cultivate their potential and enhance their stamina. This emphasizes the cultivation of ability and the promotion of development, that is, correctly handling the relationship between knowledge and ability. Although knowledge and ability are not the same thing, if the learned knowledge is "activated" and "put into operation" and has strong vitality, then this knowledge can be smoothly transformed into ability and become a part of human wisdom. The "development" of quality education emphasizes "learning to learn and learning to survive". Real education is to form self-education. The direct driving force of self-education ability is everyone's subjective initiative. Therefore, quality education advocates respecting, exerting and perfecting students' subjectivity. It attaches great importance to cultivating students' strong creative desire, consciousness and ability. In essence, "development" conforms to the trend of "transformational pedagogy", that is, taking adapting to change and learning to change as an important goal of education, and changing from accepting teaching (teachers give answers) to "solving problems" (teachers cause thinking). Teachers play the role of encourager, promoter, communicator, helper and consultant.

4. Comprehensive

The so-called "all-round" means that quality education should not only achieve functional goals, but also reflect formative requirements, and promote the optimal development of students by realizing all-round development education. Because quality education should be a perfect education, pointing to comprehensive basic quality. The fundamental goal of quality education is to promote the all-round development of students. It should be pointed out that "all-round development" has been included in the educational goals of many countries in the world (including developed and developing countries). However, our task is to explore the specific provisions of "all-round development" in socialist quality education. We believe that "all-round development" in quality education has two specific provisions. First, for individuals, it is the unity of "general development" and "special development"; The second is the coordination of "common development" and "differential development" among classes, schools and even the whole social group. All-round development should emphasize both generality and individuality. Never exclude attention to the development of individual special aspects, and allow individuals in the group to have different development. All-round development can never be understood as unified development and all-round development. All-round development is actually "optimal development". Optimization does not mean idealization, but strives to achieve the best possible effect for specific conditions. Only in this way can each student have the confidence to find a "breakthrough" or "growth point" for development according to his own characteristics and break the pattern of "one thousand people". All-round development is the optimal development, and it is also the optimal development of personality. "Developing individuality" is the common trend of education reform in the world. Recently, Chinese psychologists put forward the suggestion of "analyzing personality from the perspective of system-structure", emphasizing the Marxist view that personality is a social entity and grasping "personality" from the perspective of human psychology as a whole. Therefore, personality can be defined as "the psychological dynamic system formed by individuals in the process of socialization", which shows that personality is the unity of generality and individuality, dynamics and stability, the product of socialization and the sum of social relations. Based on pedagogy, proceeding from reality and adhering to the socialist direction of quality education, we can think that "personality" is "a different optimized structure of the sum of the basic qualities and accomplishments of socialist citizens in each student". Its characteristics are as follows: ① "individuality" must be based on the sum of the basic qualities and accomplishments of socialist citizens, emphasizing the commonness of personality development; ② "Personality" is also the different structure of the basic quality and accomplishment of socialist citizens in each student. This different structure is a unique aspect of each student's personality development, and it is the basis of teaching students in accordance with their aptitude and varying from person to person. We should not only admit that every student should have a different quality structure, but also make this structure as reasonable as possible. Optimizing the structure is the responsibility of educators. In a word, bringing the optimized development of personality into the track of quality education is a reliable guarantee for training the younger generation to become builders and successors of the socialist cause with all-round development in morality, intelligence and physique.

5. Futurism

The so-called "futurity" refers to the needs of the future society, not the immediate goal of further education or employment needs. Generally speaking, education is sui and conservative, always trying to let the younger generation learn the way of thinking, life style and work of the older generation. Therefore, when people criticize the limitations or disadvantages of the modern school education system, they often criticize that it was designed according to yesterday's needs. Quality education is to change the inertia and conservatism of education, and its goal is to make the younger generation adapt to the needs of future development. Basic education, all-round development education and quality education

Basic education is the basic stage of receiving comprehensive education, which generally includes primary school, junior high school and senior high school. It refers to the education that gives the younger generation a comprehensive quality education and lays the foundation for their future life and development. China's basic education belongs to socialism and general education. One is compulsory education, which refers to primary and junior high school education; The other kind of non-compulsory education refers to high school education, which is the last class of basic education. Basic education is the basic project of national quality education, which has distinct foundation, relative stability and certain times. Quality education clearly embodies the essential attributes and basic characteristics of basic education. Quality education is an education that focuses on development and lays a foundation. Its fundamental task is to lay a solid and stable foundation for every student's future development and growth. The connotation of "foundation" here is very rich, including extensive and comprehensive foundations such as ideological and moral quality, scientific and cultural quality, physical and psychological quality, labor skill quality and aesthetic quality. The most basic qualities that people should have before entering the society should be laid in the basic education stage. The foundation must be solid, so that students can form a solid and rich growing point for sustainable development, which clearly reflects the "foundation" of basic education. People's quality is a kind of "sum of relatively stable physical and mental organizational elements based on innate endowment and formed and developed under the influence of education and environment". Quality education relies on outstanding cultural achievements accumulated in human history to form students' all-round quality and develop their healthy personality, which inevitably requires that the objectives, contents and methods of education remain relatively stable. There is no doubt that quality education clearly reflects the relative stability of basic education. People's quality is both relatively stable and contemporary. Therefore, on the basis of maintaining relative stability, school education is required to properly absorb the latest scientific and cultural achievements according to the development of the times and social needs, and adjust, enrich and improve educational objectives, contents and methods to meet the challenges of modern society and the future world. This clearly reflects the "times" of basic education. Because quality education better embodies the essential attributes and basic characteristics of basic education, in a sense, quality education is a high-level basic education. The full implementation of quality education has made basic education return to its original state and become a real basic education again. For a long time, under the serious interference of one-sided pursuit of enrollment rate, basic education has been alienated into "exam-oriented education" This alienation gradually distorts the essential attributes and basic characteristics of basic education, deviates from the basic laws of education and teaching, destroys the order and norms of education and teaching to a certain extent, and leads to the one-sided or abnormal development of students' quality. Therefore, the transformation of basic education from "exam-oriented education" to quality education is an important task entrusted by history. The process of transfer is essentially a process in which basic education returns to itself, repositions itself and seeks its own essential attributes and basic characteristics. There are three views on the relationship between quality education and all-round development education: one holds that only by implementing all-round development and improving people's quality in an all-round way, and only by linking all-round development education with quality education, can there be a real all-round development and all-round development education. Therefore, it can be said that quality education is the deepening and concretization of all-round development education and the only way to implement all-round development education. One thinks that quality education is inextricably linked with all-round development education with "five educations" as the core. Some even deny the formulation of quality education and advocate covering it with all-round development education. It is considered that quality education and quality education are both related and different. We agree with the third view. The specific analysis is as follows: the relationship between quality education and all-round development education: quality education and all-round development education are consistent. All-round development education is to promote the full, free, lively and positive development of human intelligence and physical strength, that is, to promote the harmonious and unified development of human talents, interests and specialties, including the development of human moral level and aesthetic taste. Quality education also focuses on promoting people's all-round development and improving people's comprehensive quality. The educational goal they want to achieve is essentially the same as the talent training goal, and quality education has perfected the all-round development education. For a long time, in people's minds, all-round development means all-round development of morality, intelligence and physique, and all-round development education means moral education, intellectual education and physical education. And take it as the guiding ideology of all kinds of school education in China. Under its guidance, China has trained a large number of talents and made remarkable achievements, but in terms of development, there are obvious shortcomings. Because it only points out several main aspects of all-round development, but does not clearly define the connotation and extension of all-round development. Moreover, strictly speaking, moral education, intellectual education and physical education are all means and ways to promote the all-round development of the educated. As for morality, intelligence and physique, although they are all the contents of all-round development, there is a lack of an appropriate positioning concept to summarize their connotation. The concept of "quality" in quality education just solves this problem. What all-round development? Develop people's moral, intellectual, physical, aesthetic and labor qualities in an all-round way. It can be seen that quality education has further improved the all-round development education; Quality education has deepened the connotation of all-round development education. The fundamental way is to implement all-round development education. Moral education, intellectual education and physical education are the basic means to promote the all-round development of the educated and the fundamental way to improve their quality. As a way of all-round development education or quality education, it is not limited to moral education, intellectual education and physical education. With the development and progress of society, its ways should also develop. Since the 1980s, aesthetic education and labor and technical education have been emphasized in combination with the actual situation in China. Facts have proved that this is absolutely necessary. However, this does not mean that the road to all-round development of education will stop here. For example, mental health education, according to the World Health Organization, "health means not only the absence of disease, but also physical and mental health." This view is obviously not recognized by most people in our country. This shows that the concept of "quality education" can express the connotation of all-round development education more accurately, and quality education further deepens the connotation of all-round development education; Quality education emphasizes the comprehensiveness and harmony of personality development. Quality education is not selective education. Although we do not oppose talent education and actively create conditions for all potential talents to stand out, we oppose using traditional talent standards to measure all educated people. It emphasizes the comprehensive development and improvement of students' comprehensive quality on the basis of their current development level and possible development potential, so that students can develop in an all-round and harmonious way. Marxist comprehensive education attaches importance to the development of human personality, while quality education emphasizes the development of distinctive personality in the process of comprehensive and harmonious development of human beings, and respects students' subjectivity and enthusiasm. This is a higher need for the renewal of people's quality when the society is developing towards modernization and internationalization, and it is also a need for the continuous development and improvement of its own life. Quality-oriented education refers to the education that schools carry out for teenagers in the basic education stage according to the requirements of the state for the quality of all citizens. Although this kind of education also requires all-round development, it should not be neglected, but its all-round development needs a foundation, laying the foundation for a higher-level all-round development in the future, and does not require high-level and all-round development in the basic education stage. Moreover, quality education is generally completed in the basic education stage, while all-round development education is not only in the basic education stage, but runs through the whole education stage to higher education, so it should be carried out. Edit this paragraph "exam-oriented education" and quality education

There are three views on the relationship between "exam-oriented education" and quality education. First, "exam-oriented education" and quality education are opposites. Some people think that quality education is the proposition of exam-oriented education with the sole goal of further education. We should oppose exam-oriented education. Therefore, "exam-oriented education" and quality education are two completely different kinds of education. Second, it cannot be said that "exam-oriented education" and quality education are opposite. If some people think that education and society care for each other and develop together, "exam-oriented education" and quality education are the products of different stages of social development; "Exam-oriented education" and "quality education" cannot be regarded as opposites, an affirmation and a negation. "Examination-oriented education is also improving people's quality", "Examination-oriented education and quality education are two interrelated, interpenetrating and different educational models. Examination-oriented education is the lower stage of quality education, and quality education is the inevitable result of the development of examination-oriented education. " From exam-oriented education to quality education, it is more appropriate to mention' development' and' progress' than' transition'. "Third, quality education and" exam-oriented education "or" further education "are partially opposed, and some are not. Some people put forward that further education should be divided into one-sided pursuit of enrollment rate and comprehensive improvement of students' quality, so that "further education and quality education are both antagonistic and not antagonistic" We believe that whether "exam-oriented education" is opposed to quality education depends on how to understand the meaning of "exam-oriented education". Article 7 of China's Outline of Education Reform and Development puts forward "exam-oriented education" with quotation marks, which means that the whole education cannot be simply attributed to exam-oriented education from top to bottom, otherwise it is not practical. At the same time, it shows that the word "exam-oriented education" has its specific meaning. The word "exam-oriented education" is put forward as a derogatory term, and all "exam-oriented education" is simply the pursuit of enrollment rate. The word "quality education" was born in the late 1980s, aiming at "exam-oriented education" and directly refuting it. Therefore, we think that quality education and "exam-oriented education" are opposite. However, this does not mean completely denying China's past basic education. In fact, China has made remarkable achievements in basic education in the past. "Achievement education is not a summary of China's current education, but a summary of China's educational shortcomings simply for taking the exam." Exam-oriented education is a derogatory term, but it cannot be said that the basic education in China in the past was pure exam-oriented education. "Examination-oriented education" also cultivates some qualities. Examination-oriented quality is also a part of the overall quality, but it cannot be regarded as the relationship between "examination-oriented education" and quality education. The focus of "exam-oriented education" and quality education is not some exam-oriented education content itself, but the whole guiding ideology of running a school. "Exam-oriented education" focuses on how to get high marks and the ability to take exams. It doesn't care about other abilities or even exclude other abilities, and it doesn't care about the social application of exam-taking ability. It only knows instrumental and utilitarian purposes, but not ontological and internal purposes. Quality education has a soul, and it pays attention to the internal purpose. As a whole, it is inseparable. It not only pays attention to quality, but also pays attention to quality control. Therefore, although the exam-oriented quality can constitute a part of the overall quality, "exam-oriented education" and quality education are opposite, just as one-sided and comprehensive are opposite. We abandon "exam-oriented education", which is by no means abandoning exams. On the contrary, quality education pays more attention to the examination, pays more attention to improving the examination and perfecting the education evaluation system. We deny "exam-oriented education" and oppose the one-sided pursuit of enrollment rate, which does not mean that we oppose the model schools with high enrollment rate. High enrollment rate is not a bad thing in itself. Schools with high enrollment rate may not fully implement quality education, and their real comprehensive education quality may be high or average. In schools that implement quality education, the enrollment rate is generally not lower than that of similar comparable schools. Quality education does not require or encourage failure. On the contrary, the implementation of quality education is bound to achieve fruitful results, and the rate of senior high school enrollment is only one of them.