日本教育在轻松愉快中培养生存能力日本的第三次教育改革,是从80年代中期开始酝酿的。1985年,日本“临时教育审议会”应中曾根首相要求提出的“关于教育改革的第一次审议报告”中指出:“必须承认如下事实:我国的教育,过多地培养了以死记硬背为中心的、缺乏主见和创造性能力的、没有个性的模式化人才;高等教育及其科研水平在国际上尚没有得到好评”。在传统观念上,日本也存在一些东方国家的通病,即忽视个人的差异和不尊重选择。“总是把任何一种筛选、区别对待、因材施教、分流等等看成是‘歧视’,而不考虑其原因、合理性和必要性。”因而有 Japanese education fosters survivability in a relaxed and happy way Japan’s third education reform began in the mid-1980s. In 1985, the “Provisional Education Review Conference” of Japan, which was requested by Prime Minister Nakasone in the “First Review Report on Education Reform,” pointed out: "The fact that we must recognize: The education of our country has excessively cultivated its rote memorization. Centralized, modest talents lacking personal and creative abilities and without personality; higher education and its scientific research have not been well received internationally.” In terms of traditional concepts, Japan also has common problems in some eastern countries, that is, ignoring personal differences and disrespecting choices. “Every kind of screening, treating differently, teaching students in accordance with their aptitude, diverting, etc. is always regarded as ’discrimination’ without considering the reasons, rationality, and necessity.”