Figure 1- 1: The words "learning" and "teaching" in Oracle Bone Inscriptions.
Note: There is no Oracle Bone Inscriptions corresponding to the word "Jiao" in the unearthed Oracle Bone Inscriptions.
The word "Xue" in Oracle Bone Inscriptions, the upper part of the font is like a pair of hands, fiddling with many sticks, as if counting; The font at the bottom is more like a house. It is not difficult to guess that the ancients invented this word to express the meaning of children reading in the house.
The word "teach" in Oracle Bone Inscriptions, on the right, looks like an arm with a pointer, and seems to want to show some people the way; On the left of the word "teach" is a pile of sticks. The writing is unexpectedly consistent with Oracle Bone Inscriptions's word "learning", which obviously has something to do with counting. On the lower left is a sub-word, which should be for children. Therefore, we can think that the word "teaching" means teaching children to learn.
A careful analysis of the above two Oracle Bone Inscriptions shows that the object of education is children. The second half of "learning" is the house, which shows that educational behavior has been carried out somewhere at that time. For example, Song Shang Wu Songyan describes that "pine trees (long pine trees) have rafters (building houses)" and travelers (big cypress trees) have leisure (building beams and columns), which may be said like this. Textual research on the different meanings of "Xue" and "Xiao" in different classical Chinese texts can reveal the historical evolution of the connotations of "Xue" and "Xiao". Guangya defines "learning" as "learning and knowing". "Learning" is defined as "learning to be an official" in the History of Guangya Poetry. In the biography of Shangshu, it is believed that "learning is effective." Those who are closer and wiser learn. "The Book of Rites Wang Zhi recorded in detail the establishment of the school at that time." The primary school is on the left of Gongnan, and the university is in the suburbs. " "From the perspective of language phonetics,' learning' was originally a pictophonetic character, but it is called' Yi' in the old saying, just like building a house with two hands. After the phonetic symbol, add "zi" as semantic symbol, and "zi" as sub.
The idea of "school" in ancient Ji Yun holds that "school is the temple of teaching." Thirty-one years of Zuo Zhuan's Xianggong recorded "which school did Zheng people swim in" and called it the school in "Zheng Xue". "Teng Wengong on Mencius" records that "it is for learning to teach. Those who are embarrassed, raise also; Learn and teach; Order, shoot also. " This is also the first time that the word "school" appeared in China. Mencius also has "Xia Yue School, Yin Yuexu, Zhou Yueyao, and learning is three generations * * *, all of which are so ethical." "History of Emperor Ping in Han Dynasty" records that "the county is called the school, and the county, road and city are called the school."
Throughout the whole history of ancient education in China, the appellations similar to "school" include school, learning house, learning and teaching, learning museum, school, learning palace, academy, learning house, learning garden and so on. When modern education was established in the late Qing Dynasty, in the constitution of the King James School (1902), various titles were called the school. After the Revolution of 1911, after the Ministry of Education of the National Government promulgated the new academic system in1913, all kinds of educational institutions began to be renamed as schools. In contemporary times, schools are regarded as "institutions where human beings carry out conscious educational activities purposefully, planned and organized, transmit social knowledge and culture, and cultivate needed talents for a certain society". As a relatively late mature research field, the study of school architecture needs to cross many disciplines. Obviously, pedagogy, architecture and culturology are most closely related to school buildings. The depth of researchers' understanding of the relationship between these three disciplines and school architecture will essentially determine the quality of school architecture research. Secondly, the disciplines closely related to this research field include environmental behavior, psychology, sociology, communication, history, aesthetics and so on. On the one hand, these disciplines establish an indirect academic relationship with school buildings through three "closely related" disciplines: pedagogy, architecture and culturology; on the other hand, they often directly study school buildings through their unique research perspectives, such as studying the evolutionary history of school buildings from the perspective of history. Of course, there are many other disciplines closely related to school buildings, and their research perspectives can further expand and deepen the study of school buildings. Figure 1-3 shows the relationship between different disciplines and school buildings.
Figure 1-3: The thematic map involved in the study of school architecture and its relationship.
Source of the entry "School Building":
Shao Xingjiang. Research on School Architecture: Educational Implication and Cultural Value [D]. Shanghai: Doctoral Dissertation of East China Normal University, 2009.
Main Abstracts of Doctoral Thesis "Research on School Architecture"
However, the research in this field has not attracted the attention of contemporary academic circles in China, which leads us to face major theoretical problems and severe practical challenges in the field of school architecture to a certain extent, mainly as follows: few scholars have systematically studied it in recent decades; Not only is there a lack of professional research institutions, but academic circles such as architecture, education, cultural studies and psychology also lack due theoretical and practical care for the field of school architecture; As a result, there are many problems in many school buildings in China, such as the inability to effectively meet the needs of teachers and students' education and learning activities, the lack of necessary humanistic care, the difficulty in promoting the sustainable development of schools, and the loss of the cultural soul of school buildings. From the international comparison, there is a huge development gap between China and some major countries or regions.
All the above facts point to a key problem, that is, not only do we need to make a systematic exploration in theory to make up for the shortcomings of the existing theoretical research on school architecture, but also many challenges in practice highlight the need to further deepen our understanding and understanding of school architecture, especially its educational implication and cultural value. In view of this, this study mainly focuses on ordinary primary and secondary schools, and adopts comprehensive research methods such as field survey, online survey, interview and literature analysis to study school buildings from two levels: "theoretical construction" and "theoretical deduction and empirical analysis".
As an interdisciplinary research field, pedagogy, culturology and architecture are the three disciplines most closely related to the theoretical construction of school architecture research. School buildings mainly serve educational activities, and we need to pay attention to the interactive relationship between educational ideas, brain science and learning theory, teaching and learning methods, educational management, educational informatization and school buildings. As the soul of architecture, culture not only needs to consider the unique culture of the school, but also needs to consider the physical and mental characteristics and use needs of teachers and students from the perspective of people-oriented. At the same time, the local culture and national culture where the school is located are also important basis for theoretical consideration. Architecture is the theoretical basis of school buildings. We should not only pay attention to what architectural elements and functional spaces a school building consists of, but also what basic planning principles and design principles should be followed, and analyze them from two dimensions: psychology and aesthetics. The second, third and fourth chapters of this paper constitute the theoretical exchange and discussion between the above three disciplines and school buildings.
Theoretical derivation and empirical analysis of school buildings mainly focus on two aspects: educational implication and cultural value. For the former, it can be said that every part of the school building contains unique educational implications. Through the physical space and symbols of the building, through the "interaction between people and the environment", it has a penetrating impact on teachers and students' morality and values, individual behavior and educational performance, physical and mental comfort and so on. For the latter, school buildings embody their cultural values in many ways, that is, school buildings based on the pursuit of characteristics display their individual culture, school buildings with people-oriented connotation embody their humanistic culture, and school buildings located in the region embody their regional culture.