These schools in ancient Egypt attached great importance to the cultivation of moral quality, requiring students to respect the sun god, be loyal to the monarch, respect officials and be filial to their parents.
Taking the cultivation of scribes as an important goal, that is, cultivating rulers of past dynasties and their royal minions; At the same time, he teaches writing and word order.
The main contents of school education in slave society in China are rites, music, shooting, imperial defense, calligraphy and six arts.
"Rite" is a kind of legal system and moral standard to maintain hereditary rank.
"Music" is a kind of music and dance that worships the ancestors of heaven and earth, praises emperors and nobles, and inspires the army.
"Shooting" and "Imperial" are operational techniques such as archery and driving.
"Book" is the knowledge of reading and writing language and literature history.
"Number" is the knowledge of natural science such as calculation, calendar and astronomy.
School education in slave society is divorced from productive labor, mainly to let the children of slave owners learn ruling techniques such as etiquette and righteousness.
Confucius' words are a good footnote. He said: "The gift you gave is good, * * * dare not be rude; Good sense, * * * dare not refuse; Good letter, * * * dare not be ruthless.
If the husband is like this, then people from all directions will come with their sons! How to use crops? (2) School education in China feudal society was basically divorced from productive labor, and Confucian classics "Four Books" and "Five Classics" (3) were the main contents of education.
In the slave society in Europe, from the school education in ancient Greece to the school education in ancient Rome, the main purpose is to teach students the knowledge of reading, writing, arithmetic, music, literature, politics, philosophy, history and rhetoric, and to cultivate their ability to engage in political activities.
In feudal society, monks monopolized culture and school education, and the educational content of missionary schools was "seven arts" (4), and all subjects were permeated with theological spirit, so as to cultivate priests who were devout to God, obedient to religious and political power and engaged in religious activities.
The separation of natural science education from production practice has become an important part of school education, which promotes the rapid differentiation and independence of modern school education from production practice, especially in the fields of mathematics and astronomy.
However, in the era when natural science belongs to natural philosophy and then to theology, it not only hinders its own development, but also greatly weakens its influence on school education.
The Renaissance enabled natural science to break through the shackles of religious theology and develop rapidly.
"With the expansion of capitalist production, scientific factors have been consciously and widely developed and applied for the first time, and have been reflected in life. Its scale was unimaginable in previous times." It is in this era that capitalist school education is required to train both ruling talents and production technicians. The educational content of natural science has been widely introduced into schools, and algebra, trigonometry, physics, chemistry and biology have gradually become compulsory subjects in schools.
As can be seen from the following table, during the Renaissance and the following centuries, under the influence of this era, natural sciences generally developed, and there were more and more disciplines that summarized people's knowledge and achievements, and they were increasingly divided.
The position of natural science education in school education has been gradually established and strengthened, which has caused corresponding changes in school education forms, teaching methods and teaching means.
The class teaching system, teaching methods such as experiment, demonstration and practice, and the wide application of teaching methods such as slide show have further promoted the development of school education itself.
In China, since the second half of the19th century, with the emergence of new productive forces and the massive introduction of western natural sciences, in addition to the traditional subjects, the school curriculum has also added natural science courses such as arithmetic, geography, natural history, physics, chemistry and agriculture.
Contemporary society is increasingly developing into a highly scientific information society, and school education is no longer the traditional education within the school wall.
Students not only study at school, but also receive more and more information from family and social life, which is a subtle and powerful education.
For example, students' knowledge and moral development are greatly influenced by TV programs, books and newspapers, visits, tourism and various social activities.
The development of modern educational technology has not only changed the traditional form of education, but also expanded the content and situation of education.
This change has caused the organic combination of school education and social education, greatly improved the efficiency of school education and fundamentally changed the closed state of traditional school education and social isolation.
With the world entering the end of the 20th century, a trend of thought advocating the integration of humanities education and science education is quietly rising.
Historically, paranoid humanistic education has promoted human rationality, but due to the lack of scientific and technological development, it has delayed the development of social productive forces and affected the improvement of human material life quality.
At the same time, paying paranoid attention to science and science education while ignoring the promotion of human rationality will also bring disasters to society, because science and technology can not only bring breakthroughs in production and leaps in life, but also bring countless disasters to mankind.
Science and technology without rational grasp will become the source of disaster.
After entering the 2 1 century, mankind will realize this more clearly, and strengthening the education of the integration of humanities and science will become one of the characteristics of future education.
The basic problems to be solved in China's educational system reform include: how to establish the correct relationship between * * * and schools in the realistic political system and social system; In the market-oriented social environment, how to establish the different positions and functions of * * * and market in the development of education; Under the pattern of multiple interests, how to establish and balance the authority and relationship between central and local management education and promote the localization of education; Improve the relationship between academics and politics, promote academic democracy and academic freedom, and ensure the high level and creativity of academic research; Establish a people-oriented management system in all levels and types of education.
The popularization of education.
Educational equity.
Educational democracy.
Humanism in education.
The practicality of education.
The specific educational system reform includes the reform of educational administrative management system, the reform of university management system, the establishment of public education financial system, the reform of basic education management system, the establishment of modern school system, the reform of examination evaluation and employment system, and the establishment of scientific and democratic decision-making and social participation system.
Among them, the most important and core is the reform of educational administrative management system.
The reform of educational administrative system needs to absorb the principles of limited * * *, administration according to law and other administrative system reforms, implement laws and regulations such as administrative licensing law, reform the highly centralized and unified educational management system, and change the administrative functions of education authorities from management-oriented and planned to guidance-oriented and service-oriented.
Through the decentralization of education management, schools can do it themselves, so as to restore the vitality, creativity and diversification of education and realize the autonomy and democratization of school management.
When talking about the motive mechanism of the current education reform in China, Yang Dongping and other experts believe that there are three different motives and values in the current public utilities reform, including education.
First, the inertia of the planned economy period.
The goals and values of nationalism formed in the era of planned economy have a strong inertia and still play an important role in current social life and public policy formulation.
Its basic feature is to emphasize the national interests represented by the central government, and to emphasize efficiency and development.
Therefore, it is customary to advocate strengthening the power of the central government, the state controlling resources and implementing central planning. In terms of resource allocation, there are some value characteristics, such as city center, giving priority to efficiency, giving priority to support, despising and discriminating against private education, which forms a "dual structure" of the education system between urban and rural areas, between key schools and ordinary schools, and between public education and private education.
Second, the power and value from the market.
The development of market economy has changed the external environment of education, and the market mechanism and market value have greatly affected the development of education.
The concepts of education consumption, education cost sharing, education investment and education service are deeply rooted in people's hearts, and personal education rights and interests are beginning to be valued.
It advocates economic benefits and management efficiency, and tends to use enterprise management to improve education management.
It promotes the diversification of admission opportunities and standards, and at the same time tends to introduce the principle of interest exchange into education, trying to change "equality before scores" into "equality before money".
It promotes the development of localization of education, but also produces the so-called "landlord effect", such as the trend of localization of enrollment in world-famous universities.
Third, the special interests of educational interest groups.
The important feature of system reform in the transitional period is called "insider reform", that is, in the absence of social participation and interest game mechanism, the reform is carried out by the power department with important resources.
Therefore, the reform under this model is often not concerned with how to open the market, provide public services fairly and justly, and improve efficiency through management reform; Instead, they pursue their own interests through profit-making links such as income generation and fees, and even openly set up rent-seeking
It has created departmental interests and special interest groups based on monopoly, distorted market and unfair competition, which has greatly tarnished the image of reform and aroused people's doubts about the direction of marketization.
Based on the above understanding, experts stressed that the most prominent education problem at present is how to deal with the relationship between * * * and the market, how to determine and standardize the function and educational responsibility of * * * in the market economy environment, and lay the basic value of education public policy.