First, the concept of democratic education:
1. Democratic education is a caring education, not an inhuman education in authoritarian education. Caring democratic education is an education full of humanity, human feelings and humanity.
2. Democratic education is an education that respects individuality. Respecting individuality means respecting students' subjectivity, respecting students' initiative in development and acknowledging their differences as individuals.
3. Democratic education is the education of pursuing freedom. Respecting students' spiritual freedom means respecting students' freedom of thought, emotion and creation.
4. Democratic education is an education that embodies equality. A truly excellent teacher should be a guide for students and a like-minded person who pursues new knowledge and truth with students. The attitude of cooperative learning embodies the spirit of equality in democratic education.
5. Democracy education is an education that attaches importance to the rule of law. The spirit of rule of law in education is also reflected in the transformation of class management from "rule of man" to "rule of law", which makes students inspired by the spirit of democracy, the concept of rule of law, equality consciousness and independent personality in practice.
6. Democracy education is an education that advocates tolerance. Democracy itself means tolerance, tolerance of others' personality, tolerance of others' differences, tolerance of others' mistakes and tolerance of others' differences. . . . . As a teacher, in a tolerant class, teachers should not only have their own voices, but also allow students to have different views.
7. Democracy education is an education that pays attention to compromise. In the process of democratic education, if "tolerance" is a different view of being kind to others, then "compromise" is a reasonable factor for both sides to bravely accept each other's views, learn from each other and improve together. Successful democratic education is often full of cooperation between teachers and students, and there are compromises in this "cooperation".
8. Democracy education is an education to stimulate creativity. Democracy is the liberation of human nature, and human nature lies in creation. Cultivating students' innovative spirit is the mission of democratic education.
Second, the necessity of democratic education in colleges and universities: (quoted from Li Zhenxi, an expert on democratic education)
Colleges and universities should advocate democratic education. Looking back on teaching in school for so many years, I actually feel that I am more suitable for this democratic education method, and I unconsciously use this teaching method, which is manifested in that although I am not handsome, all the students I have taught like it better. Most of them like to tell me everything; In addition, the class I teach is still quite lively in the senior year, and others say it is good to take over my class; I am tolerant of students who make mistakes. So far, I have never punished students, whether copying or corporal punishment. Especially in this third grade, the students in the class have different personalities. Without the idea of democratic education, they are bound to make mistakes. There is a student in the class named Xiao Yuyao. There will be group gymnastics in the grade of the school sports meeting. He just wouldn't go, but he waved his fist and said loudly, "why are you so annoyed?" I'm exhausted from practicing like this every day! I'm not going. " I don't like it! "I'll go now, but I'll let you not let me go!" Without democratic education for such students, they can only make mistakes. Later, I reasoned with him that if everyone attended and you didn't, you might feel lonely. If you are ill, you need to take medicine. Nobody likes it, but you have to eat it, so some things don't mean you don't want to do it. Now he is also more active in rehearsal. But sometimes I feel contradictory. In the traditional culture of China, there is a complete systematic thought with strong social orientation. When there are contradictions in individual values, it is required to "sacrifice one's life for righteousness", that is, individuals obey the whole, democracy obeys centralism, and freedom obeys unity. Therefore, we are used to paying attention to uniformity, helping each other, advocating going hand in hand, unifying goals for students, requiring teaching to be geared to all, accustomed to command, accustomed to domination, and accustomed to students' "sincere" obedience. Since then, the classroom has been quiet. I remember the ancient Roman theologian Augustine asked people a question full of wisdom. He asked others, "Which do you like better, the mouse or the pearl?" People answered without hesitation: "pearls." He asked again, "So, would you rather be a mouse or a pearl?" It makes people speechless. Augustine said: "It is a mouse, because it has life, development potential and freedom of action." Yes, pearls are valuable, but freedom is priceless.