论文部分内容阅读
与应试教育相比,素质教育具有许多新的特点。认真研究和把握这些特点,对于促进基础教育由应试教育向素质教育转轨,推进素质教育的实施具有重要的意义。一、素质教育的全体性美国当代著名教育家布卢姆曾经指出,教育者的基本态度应是选择适合儿童的教育,而不是选择适合教育的儿童。素质教育作为一种以全面提高全体学生的基本素质为根本目的的教育,是与应试教育的“选拔性”和“淘汰性”相对立的。素质教育必须面向全体学生,使每个学生都具有作为新一代合格公民所应具备的基本素质。素质教育的全体性要求:一方面必须使每个学生在原有基础上都能得到应有的发展;另一方面必须使每个学生在社会所要求的基本素质方面,达到规定的合格标准,使每个学生都成为合格的毕业生。二、素质教育的全面性素质教育是与应试教育的这种“片面性”相对立的。它要求受教育者的基本素质必须得到全面的和谐的发展。这就从教育内容上规定了素质教育的性质。素质教育的这种全面性要求是有其社会学、教育学和心理学依据的。社会发展对人的素质要求是全面的,而非单一人。从心理学的角度看,人的心理活动具有整体性,认知过程与情意过程的产生与发展自始至终是互相交织、相辅相成的。因而,人的素质发展也具
Compared with exam-oriented education, quality education has many new features. Seriously studying and grasping these characteristics is of great significance in promoting the transition from exam-oriented education to quality education and promoting the implementation of quality education. First, the quality of all-round education The famous American contemporary educator Bloom has pointed out that the basic attitude of educators should be to choose suitable for children’s education, rather than choose suitable children for education. Quality education, as a kind of education that aims to improve the basic quality of all students as a whole, is opposed to the “selectiveness” and “elimination” of exam-oriented education. Quality education must be oriented toward all students so that each student has the basic qualities that a new generation of qualified citizens should possess. The overall requirements for quality education: On the one hand, each student must be able to get the proper development on the basis of the original; on the other hand, each student must meet the required eligibility criteria in terms of the basic qualities required by the society. Each student becomes a qualified graduate. Second, all-round quality education for quality education is opposed to this “one-sidedness” of exam-oriented education. It requires that the basic qualities of the educated must be fully and harmoniously developed. This stipulates the nature of quality education from the content of education. This comprehensive requirement for quality education is based on sociology, pedagogy, and psychology. Social development requires a comprehensive human quality rather than a single person. From the perspective of psychology, people’s psychological activities are holistic. The generation and development of cognitive processes and affective processes are intertwined and mutually reinforcing from beginning to end. Therefore, the development of human qualities also has