Analysis of applicationoriented university humanities education and harmonious integration of scien.docx
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Analysis of applicationoriented university humanities education and harmonious integration of scien.docx
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Analysisofapplicationorienteduniversityhumanitieseducationandharmoniousintegrationofscien
Analysisofapplication-orienteduniversityhumanitieseducationandharmoniousintegrationofscienceeducation
PaperKeywords:
application-orienteduniversityeducation,scienceandhumanitieseducationAbstract:
Theuniversityasanewtypeofuniversity,focusingonthedevelopmentofprofessionalknowledgeandskillsexcellent,comprehensivehumanitiestoostrongtalent.Thispaperproposesahumanisticeducation,scienceeducationandtheintegrationofthedevelopmentofapplication-orienteduniversityisinevitable,itsfundamentalpremiseisthatchangesintrainingphilosophy,thekeyisfocusingon‘threehearts’,thebasicmeasureistochangethestyleofstudy,teaching,schoolethos,thebasicapproachistoadjustthecurriculumstructure,andexternalconditionsistobuildaharmoniousspiritofthecampusculture,therebypromotingbetterandmorestudentscomprehensivedevelopment.
Withthepopularizationofhighereducationandthedevelopmentofknowledgeeconomy,highereducationbegantomovetowardmarket-oriented,‘Universityofthemarketisthemostdirectformofexpression:
theUniversitywillpaymoreattentiontosocialandeconomicdevelopmentoftherealworld,basedonmarketsupplyanddemandadjust,configureandusehighereducationalresources.‘[1]inthemarket,theapplication-orienteduniversitydevelopedwhich,theauthorofhumanitieseducationandscienceeducationdescribedacombinationofcontentandapplication-orienteduniversityeducationalvalue.
First,market-orientedapplication-orienteduniversityunderthemeaningandsignificanceWiththehighereducationmarket-orienteddevelopment,application-orienteduniversity,asanewtypeofuniversitybredfor.Uptonow,noeffectiveapplication-orienteduniversityposition,wasthat‘application-orienteduniversitythatisengagedinundergraduate-levelprofessional(technical)educationforandtoengageinappliedresearchrelatedtothemainuniversity,‘[2].application-orienteduniversitywiththemarket,industry,groupofindustriesandjobsincloseconnectionwiththelocaluniversities,withresearchuniversities,teachinguniversities,teachingandresearchuniversitiestodistinguishanewtypeofuniversity.‘[3]Ibelievethattheuniversityisbasedonapplication-orientedneedsofthecommunity-oriented,generaleducationandvocationaleducationcombinedtoenhancetheemployabilityofstudentsandtheirownqualityofuniversityeducationanditsfocusonprofessionalknowledgeandskills,butalsofocusonstudentlifeeducation,professionalknowledgeandskillstodevelopexcellent,humanitiestoostrongprofessionaltalent.
Publicandmarketizationinhighereducation,theapplication-orienteduniversityhavepromptedashiftintheoriginalconceptofhighereducation,itsdevelopmentneedsofthecommunityasareferencestandard,basiceducationandprofessionaljobofcombiningeducation,professionalskillstrainingneedsofthecommunitytalents,tomeettheneedsofsocialdevelopmentforapplication-orienteduniversity,howtoachieveitsessentialmeaning,iseducationandteachinginthehumanitiesshouldbeacombinationofeducationandscienceeducation,broadenstudents’horizonsandenhanceoverallqualityofstudentsandabilitytodistinguishbetweenone-dimensionaldegreeofpersonneltrainingmode,thedominantpositionofstudentadvocate,focusingonparticipationineducationandteachinghighschoolstudentstopromotethecomprehensivedevelopmentofstudents,promotestudentemploymentandlife,toadapttosocialdevelopment.
Second,application-orienteduniversityofhumanitieseducationandtherelationshipbetweenscienceeducationandtheproblemsHumanitieseducationandscienceeducationisacombinationoftheinevitabledevelopmentofapplication-orienteduniversity,theso-calledhumanisticeducationisthebasisofsex,‘isultimatelya’life‘education,educationisthevalueoflife,andtothecoreoftraditionalChineseConfucianculture’[4]Theso-calledcognitiveskillsofscienceeducationisprofessionaleducationandhumanisticeducation,scienceeducationisnotindependentofeachother,thereisacertaincorrelationbetweenthetwo.Scienceeducationandhumanisticeducationpromotehumanintelligencefactorandnon-intellectualfactorsinthedevelopmentandpromotionofhumanrationality,respectively,andnon-rationalculture.Bothworktogethertopromotethecomprehensivedevelopmentofhumancapacity,whiletherationalandirrationalfactorsdevelopmentofacompleteapplication-orienteduniversityeducationisanecessarycomponentofteachinginpracticalapplication-orienteduniversityeducationinthehumanitieshasnotpaidattentiontotheeffectiveintegrationofeducationandscienceeducation,thefollowingissues.
1.‘Centersofscienceeducation,culturaleducation,marginalization,’[5]Withthepopularizationofhighereducation,andemploymentpressurescontinuetoincrease,moreandmoreimportanttopromotescienceeducation.Focusonapplication-orienteduniversitystudentsintheprofessionaldevelopmentofcognitiveskillsattheexpenseofthestudent’spersonalqualities,moral,aesthetictasteoftheall-rounddevelopment,resultinginschooleducation‘istooweaktocultivatetheculture,sothatstudentsinthehumanitiesandideologicalheritageisnotenough;narrowprofessionaleducationsothatstudentsviewthesubjectandlimitationsoftheacademicatmosphere;heavyutilitarian-oriented,sothattheoverallqualityofstudentsasolidfoundationoftrainingandtrainingtobeaffected;toostrongcommonconstraints,toenablestudentstodeveloptheirpersonalityissuppressed,‘[6].
(2)humanisticeducationtosolidstyle,scienceeducation,traininggraduallyweakenthescientificspirit,sothatledtotheproliferationofsolidteachingmodel,wayofthinkinginscienceeducation,teachingmodelforhumanitieseducation,theresultswilleventuallyleadtogoonhumanitiesstudentsdilutionandlackofliteracywhileignoringtheimplicationofscienceinscienceeducationinthespiritofthetrain,causingstudentstoplaydownthescientificspirit,inhibitthedevelopmentofrationalthinking.dilutethespiritofsciencewillleadtonarrowthinkingofthestudents,theabilityofthesolidpotentialbasedontheholisticdevelopmentofstudentswillhaveanegativeimpact.
Throughscienceeducationandhumanisticeducationandtherelationshipthatexistsbetweentheanalysisoftheproblem,youcanfindonlyscienceeducationandhumanisticeducation,effectiveintegration,application-orienteduniversityeducationisessentialtopromotethedevelopment,inordertocultivateahighlyskilled,highqualitynewpersonnel,inordertopromotethecomprehensivedevelopment.
Third,educationandscienceeducationinthehumanitieseffectiveintegrationofthinking1changeintrainingphilosophy,focusingoncomprehensivedevelopmentofpersonneltrainingChangesintrainingphilosophy,thehumanitiesistheeffectiveintegrationofeducationandscienceeducationafundamentalpremiseshouldbetranslatedintoapplication-orienteduniversitytrainingmodel,focusingoncomprehensivedevelopmentoftalents.Dominantpositionadvocatedbythestudents,focusingonprofessionaleducation,cognitiveskills,butalsopayattentiontostudents’culturalliteracyeducationapplication-orienteduniversitytodevelopexcellentprofessionalknowledgeandskills,humanqualitiestoostrongall-rounddevelopmentoftalents,soastofacilitateapplication-orienteduniversitynatureofthedevelopmentobjectivesthroughchangetrainingmodeltopromotetheawarenessofschooleducationandteachingtheconceptofchange,inordertoeffectivelyimplementhumaneeducationandscienceeducationandeffectivecombinationinordertomaketheoveralldevelopmentofstudents.http:
//2.focuson‘threehearts’:
thescienceeducationcentertofocusonhumaneeducationtostudentsall-rounddevelopmentandcreativeplayasthecore
Inapplication-orienteduniversityeducationinscienceeducationmustbeclear,humaneeducationandthedevelopmentoftherelationshipbetweenstudentstoscienceeducationcenter,humaneeducationasthefocus,theoveralldevelopmentofstudentsandcreativedevelopmentofthecore.Forapplication-orienteduniversity,thefundamentaltaskistodevelopsocialapplicationstalents,soinordertocultivatestudents’professionalknowledgeandskillsasacenterofeducation,everythingrevolvesaroundthecenter.humanitieseducationineducationalsoplayanimportanttheroleofhumanitieseducationstudentsthroughthenon-rationalthinking,non-intelligencefactors,indirectlypromotestudents‘scientificspirit,intelligencefactorstopromotestudents’culturalliteracyimprovement,whilethenatureofapplication-orienteduniversitystudentstopromotethecoreliesall-rounddevelopmentandcreativeplay.clearlyascienceeducationandhumanisticeducation,andstudentstopromotetherelationshipbetweenthetwoaftertheeffectivecombinationinordertopromotetheoveralldevelopmentofstudentsandcreativeplay.
3changethestyleofstudy,teaching,schoolethos,teachingstudentstoparticipateintheimplementationofIneducationandteaching,tochangethestyleofstudy,teachingstyleandschoolspirit,teachersandstudentstopromotetheformationofhumanisticeducation,scienceeducationandvalues,worldview,toachievetheteachingprocess‘knowledge’,‘Love,’‘Italian’,‘line’withunity.studentsknowledgeofcognitive,emotionalinteractionbetweenstudentsandteacherstopassstudents,promotestudent
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