教师资格考试中学教育知识与能力章节考点 2.docx
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教师资格考试中学教育知识与能力章节考点 2.docx
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教师资格考试中学教育知识与能力章节考点2
教师资格考试中学教育知识与能力章节考点(1.2)(Teacherqualificationexamination,middleschooleducation,knowledgeandcompetence,chapter1.2)
Teacherqualificationexamination,middleschooleducation,knowledgeandcompetence,chapter1.2
Thesecondsection,educationandsocialdevelopment
Educationandsocialeconomy
(1)theeconomicrestrictiononeducation;
Marxpointedout:
"themodeofproductionofmateriallifeconditionsofthewholesociallife,politicallifeandspirituallife.Educationasasocialphenomenon,directlysubjecttotheeconomicdevelopment.Theeconomicimpactofeducation,specificallyinthefollowingaspects.
1.,thelevelofeconomicdevelopmentrestrictsthenatureandpurposeofEducation
Intheslavesocietyandfeudalsociety,productivitylevelisverylow,noteducatedpeoplecanbeengagedintheproductionoflabor.Atthattimetheschooleducationmainlyreflectsthepoliticaldemandoftherulingclass,thetaskistodeveloptherulingclassofofficialsandintellectuals.Theroleofeducationinpromotingeconomicdevelopmentisnotobvious.
Thecapitalistsocialmachineindustry,whichhasfundamentallychangedthenatureofthework,ifworkersdonothaveacertainscientificknowledgeandskills,cannotengageinproduction.Theschoolbegantodeveloplaborreserveforceasitsmissionandobjectives.
Theeducationofsocialistsocietyaimsattheall-rounddevelopmentoftheeducated,andproposestheimplementationofqualityeducation,whichisalsotheinevitablerequirementofmodernlarge-scaleproduction
Thenatureandpurposeofeducation,fundamentallyspeaking,shouldberestrictedbyeconomicdevelopmentandreflectthenewrequirementsofeconomicdevelopment.Thelevelofeconomicdevelopmentof.2.restrictsthescaleandspeedofeducationaldevelopment
TherestrictionofeconomicdevelopmentoneducationismoreimportantinprovidingmaterialbasisforEducation
Theslavesocietyandfeudalsocietyeducationdevelopmentisslow,becauseofthelowproductivitymaynotprovidethematerialbasisforthedevelopmentofeducation.Thedevelopmentofsocialproductiveforcesofcapitalismisthematerialbasisofcapitalistsocialeducationdevelopment.
Thedevelopmentofeducationdependsonthescaleandspeedofeconomicdevelopmentlevelprovidedbytheteachingmethodsandthecorrespondingorganizationform.Thedevelopmentlevelofproductivityisverylowinancientsociety,theteachingformisindividualteaching,teachingformisalsoverysimple,mainlyistheteacher,studentslisten.Capitalistsocietymachineindustrypromoteseducation.Thedevelopmentofclassteachingsystemcameintobeing,teachingforms,teachingmethodsalsoappearedinthedemonstration,experimentandpracticeinvariousforms.Theheightofthedevelopmentofproductivity,providesavarietyofmodernteachingmethodsforteaching.Themagiclamp,projector,film,recording,videoandothermodernaudio-visualequipmentandmodernteachingequipment,laboratoryequipmentconstantlyinthefieldofteaching;electroniccomputers,artificialsatelliteshasalsobeenappliedtogeneraleducation,occupationeducationandadulteducation;informationhighwayopenpassItwillfurtherchangetheformofteachingorganizationandpromotethedevelopmentofEducation
3.,thelevelofeconomicdevelopmentrestrictsthecontentandstructureofEducation
Theproductionpracticeisthefoundationofscientificknowledgeaccumulationanddevelopment.Theteachingcontentisalwaysdirectlyorindirectlyfromproductionpractice.Theproductiondevelopmentwillinevitablyleadtothedevelopmentofscienceandtechnology,andthedevelopmentofscienceandtechnology,developmentandchangeswillinevitablyleadtothecurriculumandthecontent.
Settheancientschoolcurriculum,notonlythegeneralcategory,philosophy,politics,moralityandreligion,humanities,language,andtexttoolssuchascourse,directcontactwiththeproductionofnaturalscienceandtechnologycoursesalmostno,thisismainlybecauseoftheproductionforcedevelopmentlevelislow,productiontechnologyhasnotformedtheformofknowledgeindependent.
Undertheconditionoflargemachineproduction,workersneedtoreceivecertainscientificknowledgeandtrainingofproductionskills.Thecurriculumandcontentofschoolshavealsochangedaccordingly,andalargenumberofcoursesinnaturalsciencehavebeenadded
IntwentiethCentury,especiallyaftertheSecondWorldWar,therapiddevelopmentofscienceandtechnology,thelevelofdevelopmentofproductiveforcesinthe~steptogetimproved.Theoriginalcurriculumandcontentcannotmeetthecontemporarydevelopmentofproductiveforces,socountriesbegantoreformthecourses,updatingtheteachingcontents.Allofthisreflectsthecontemporaryeconomytherequirementsofthedevelopment.
(two)theroleofeducationineconomicdevelopment
Theroleofeducationineconomicdevelopmentliesinthefollowingaspects:
1.educationisanimportantmeansoflaborreproduction
Theworkersarethemostimportantfactorsinproductivecomponents.Inthemodernproductiontoday,ameasureofthesizeofthelaborforce,notonlytomeasurethephysicalsize,moreimportantisthemeasureofaworker'slevelofintelligence.However,whetheritisphysicalorimprovetheimprovementofintelligence,havetorelyoneducationtoachievetherapiddevelopmentofscience.Technologytoday,notonlyistheformationofscientificandculturalknowledgeandproductionskillstrainingsystemcannotdowithouteducation,isthetransferoflaborexperiencealsodependsoneducation,highspeedandhighefficiencyinordertoachieveturnover.Educationasasocialpracticefortheproductionofhumanbeings,fullydeservetobecomethebasicmeansoflaborreproduction.
2.,educationcanrealizethereproductionoflaborability,anditisanimportantmeanstoimprovetheproductivecapacityofworkers
Thereproductionoflaborability,notonlytoprovideacertainnumberofqualifiedworkerstomeettheexpansionofsocialproductionandthedevelopmentofsociety,itismoreimportanttopromotesocialproductioncontinuouslyleapandinnovationtoconstantlyimprovethequality.Alongwiththedevelopmentandrequirementsofsocialproduction,theeducationhastogetridoftheancienteducationdisposableculturethetraditionalmodeoflife,benefit,insteadofcontinuingeducationandlifelongeducationmode.Thenewformofeducation,notonlycanguaranteethebalanceoflaborandproductiondepartmentpersonnelquantitydemand,butalsocanconstantlyupdateandimprove,improvepeople'sabilitytowork,tomeettheproductionneedsoftalentsqualityprogressthereproductionoflaboreducation,cancontinuetorebuildtheirknowledgestructureandimprovetheadaptabilityofmodernproductionworkers.
3.educationisanimportantfactorineconomicdevelopment
Inthetraditionalsocialconcept,educationisconsideredasapureconsumerbusiness.Butthedevelopmenthistoryoftheprogressofscienceandtechnology,makemorepeopleawareoftheimplementationofeducationisalong-termeconomicdevelopmentofacountry,itcanbringeconomicvaluetosociety.
Manycountriesintheworldeconomicdevelopmentinrecentdecadesofhistoryprovesthatinmodernproduction,promotetheeconomicdevelopmentofthemeansisnolongerincreaselaborquantityorprolonglabortimeandincreasethelaborintensity,whichismainlytoimproveworkers'skillsandrelyonscienceandtechnologyrapidapplicationinproductionlevel.Infact,thisaspecthasexceededthenumberofcapitalandlaborandincreaseeconomicbenefit.
4.,educationcanalsoproducenewscientificknowledgeandnewproductiveforces
Educationcannotonlyachievereproductionthroughtheteachingofscientificknowledge,butalsothroughtheproductionofnewknowledge,scientificresearch.Theschoolespeciallyhighschool,isnotonlytoimpartknowledgeoftheeducationunit,undertakemorescientificknowledgereproductiontask,itisalsoanimportantbaseofscientificresearchatthesametime,responsiblefortheproductionofnewscientificknowledge,newproductivetasks.Throughscientificresearch,ontheonehandtoproducenewscientificknowledge,playtheroleofspiritualproduction;ontheotherhand,theformationof"scienceandtechnologyproduction"systemdevelopedinthelaboratorytocreatemanynewproductionprocess,directlyinvolvedintheprocessofmaterialproduction,promoteproductivitydevelopment.
Two,educationandpoliticalsystem
(1)politicalrestrictiononeducation;
1.politicalconstraintsontherighttoleadershipandenjoymentofEducation
Theleadershipofeducationisdirectlyrelatedtotheeducationforwhomandhowtoservicetheproblem,inasense,educationistheprimaryproblem.Thisproblemdeterminesthevalueorientationofsocialnature,educationandaseriesoffundamentalpolicyoneducation,whichdirectlyorindirectlyaffectsallaspectsofeducation.Acontrolacountry'seducationalleadershipbypoliticalrulingclass.Firstly,thestrengthofthestatepowertoholdtheleadershipofeducation,thestatepromulgatedpoliciesanddecrees,provisionsofeducationalpurposesandprinciples,andtosupervisetheimplementationofcoercivemeasures,inordertoputtheireducationintothedesiredtrack.Atthesametime,
Institutionsatalllevelsofgovernmentoftenusetheirpowertoappointleadersofeducationalinstitutionsandteacherstoensuretheleadershipfromtheorganization;theuseofeconomicstrengthtoholdtheleadershipofeducation,suchastheuseofgrants,donationsandothermeasures,effectivecontrolofeducationleadership;
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