Education is a unique activity of human society and a conscious social activity with the direct goal of influencing people's physical and mental development. On the other hand, school education is undertaken by full-time staff and specialized institutions, and exerts purposeful, systematic, planned and organized influence on the body and mind of the educated according to certain social requirements, so that the educated's knowledge, skills, ideology, morality, intelligence and physical strength can be developed and become a human activity needed by a certain society (class). The "person" here refers to the "educated individual" in school education, and more precisely refers to the "student" (the person who has obtained the admission qualification). Comenius said: "Education lies in the development of sound individuals", Rousseau said: "People depend on education", Pestalozzi, a Swiss bourgeois democratic educator, said: "The purpose of education lies in the development of all natural strengths and abilities of people", and Dewey said: "Education is life, growth and experience". It can be seen that education plays an important role in the process of talent training. As a characteristic education, school education plays a leading role in the process of human development. First of all, the characteristics of school education establish the leading role of school education in human development. As a part of education, school education is one of the main differences compared with other education: school education is undertaken by specialized institutions and full-time personnel, and the task of the school is to train people (these "people" are qualified for admission); The second difference: school education is the most purposeful, systematic and organized educational activity, and it is also the most controllable educational activity, not only in schools at all levels, but also in the relationship between schools at all levels. In Pedagogy edited by Kailov, a Soviet educator, the main argument about the theory of factors affecting human development is that individual development is influenced by heredity, environment and education, but these factors play different roles in development. Heredity is the foundation of individual development, which provides the possibility for individual development, but it is not decisive for individual development, because without the role of environment, the foundation provided by heredity cannot be realized, and people cannot become "people". The existence of "wolf children" in the world is empirical. Therefore, the decisive factor that makes people develop into people is the environment. Among them, school education, as a special environment, plays a leading role in human development. According to the classification standard and analysis angle of modern education theory, school education is no longer regarded as a basic factor affecting human development alongside environment and heredity, nor as a special environment contained in the environment, but as a special activity factor containing special individuals and special environment, that is, a special synthesis of three factors. School education is a special activity factor because a large number of activities in a school, especially in ordinary primary and secondary schools, are mainly composed of teenagers at a certain stage of their life development and adults who assume the responsibility of educators. They are in a pluralistic and unique relationship system and interact with each other in their activities. School activities are carried out in an artificially set environment. In this environment, the provided activity conditions and objects consciously serve the purpose and task of education. It permeates the atmosphere of science, culture and moral norms, and is the most important social factor that nourishes people's spiritual strength. A large number of purposeful, conscious and planned activities in the school are carefully designed to influence the growth of the educated. As long as this design meets a series of basic requirements, it may play a leading role in the development of the educated who participate in the activities. Second, the uniqueness of life stage determines the leading role of school education in human development. Everyone can feel that life development is staged from his own life course and observation of people around him. "Children", "adults" and "old people" are the general names of people at different stages of life. Because of people's age difference and talent difference, people's educational content and goals are different in stages. However, people's age characteristics are not the sum of all aspects of each age stage, but the specific content and way of their interaction. People count their age from the day they leave their mother's body and are born. However, as the starting point of life, zero age is not really "zero". From the moment the mother conceived, people began to receive education-"prenatal education". Prenatal education provides a good living environment for the fetus. Early childhood provides a prerequisite for individual development, and the primary task of early childhood education is to cultivate. Children in the enlightenment period of life are characterized by vivid and concrete exploration and understanding of the world that can be perceived by the outside world. At this time, it is recognized as the best time for early education. They formally enter school and begin to receive school education. From now on, people will continue to receive 20 years of school education, and will spend their infancy, childhood, adolescence and adolescence in school: infancy-the enlightenment of life, childhood-the period of psychological development, adolescence-the initial stage of cultivating people's self-education ability, adolescence-forming self-awareness and maturing physical and mental development. At this stage of life, the leading role of school education has been fully reflected in the process of individual development. The uniqueness of life stage determines the uniqueness of school education in different stages, and the continuity of life stage determines the continuity of school education in different stages. Although the individual's development follows a certain route, due to the multi-layer, diversity, variability and multi-combination of factors affecting development, everyone has the possibility of developing in different directions on the road of life, and even may encounter many forks in the road every time. As a kind of school education that is helpful to individual development, although it can't arrange the development route of each individual, it can help individuals to form their own development ability in the process of development, raise individual development from "spontaneous" level to "conscious" level, correct the deviation of individual development, make up for the serious shortage of individual development, and make individuals become the main body of their own development. The continuation and development of human society must rely on two basic kinds of production: one is social material production, and the other is human reproduction. Human reproduction not only refers to human reproduction, but also includes the socialization of individuals and the formation of a new generation of society. Obviously, the formation of a new generation of society must be through various forms of education. Therefore, the function of education in promoting social development is first manifested as: it is an indispensable tool for the continuation and development of human society and a bridge between the past, present and future of human society. The purpose of education is to directly affect people's physical and mental development. Moreover, the social function of education is mainly realized by influencing individual development. This determines that education must have the function of influencing people's development. Thirdly, the concept of lifelong education constructs the leading role of school education in human development. The leading significance of school education in the development of the educated should be mainly manifested in helping the educated choose the correct development direction. The so-called "suitability" means that the basic requirements of social development for the quality of talents are consistent with the development of individual characteristics. Educators should help and create conditions to show and develop the individual characteristics of the educated in a direction conducive to social development, guide them to develop in the direction of individual development, and help them make judgments and value choices on various possibilities of individual development. Here, the goal of school education should be in line with the general direction of social development, based on the contemporary level of human social development and the existing development level of the country where it is located, so that the social environment is consistent with the school environment. At the same time, in terms of the requirements for the educated, school education should be coordinated with other social education in order to make the most effective use of the positive role of other environmental factors around the school, especially those that can supplement school education. Even if the social conditions are not conducive to the healthy development of students, schools should maintain the educational uniqueness of their own small environment and enhance the positive effects of school education, so as to effectively resist the negative factors in other environments. School education should lay a solid foundation for people's lifelong development, not only to meet the requirements of contemporary society for individual development during study, but also to create conditions for individual's continued development after leaving school. That is to enhance the awareness of lifelong education, which is a lifelong process, including both adult education and preschool, primary, secondary and university education; It refers to both organizational learning and accidental learning. It is characterized by the flexibility and diversity of teaching content, learning methods and skills, and learning time. Its purpose is to maintain and improve the quality of personal social life in order to meet the needs of rapid social changes and continuous innovation of science and technology. Schools should fully understand the development of educated individuals, their characteristics and current development level, grasp the nearby development areas, and arrange educational goals and sequences based on mature procedures. Carefully design various activities that are conducive to the development of the subject, so that the educated can realize their own development through activities, and educators can influence the development of the educated through the guidance of activities. In addition, in terms of influencing people's development, school education should take the cultivation of the educated's self-education and self-control ability, as well as the ability to identify, control and use the environment as its fundamental task, and apply it to all stages and activities of education to provide students with the possibility of choice, educate students to learn to choose and make practical efforts for their own choices. School education can only play a leading role in human development if it is based on the development of everyone's life. In short, in educational activities, the formation of people is the ultimate "product" and the direct purpose of all educational work. Only by giving full play to the various functions of education in the process of human development, such as guidance, formation, induction, correction and transformation, making human development conform to the direction of social progress, and making individual characteristics and their potential advantages fully and truly developed within the possible scope provided by society, can we give full play to the functions of education and truly reflect the leading role of school education in the process of human development.