The education theory

下面为大家整理一篇优秀的paper代写范文- The education theory，供大家参考学习，这篇论文讨论了教育理论。教育理论是伴随着对教育活动认识的深化而形成的认识，它的功能和形态必然随着教育职能的变化而发生转换。近代以来的教育理论背离了古典教育理论的行动性，以二元对立的思维方式消解了教育理论的行动性，教育活动过程被模式化和预设化，在理论和实践上给教育带来了诸多问题。

Education theory is formed with the deepening of education activity, and its function and form will inevitably change with the change of education function. In modern times, education theory deviates from the action of classical education theory, eliminates the action of education theory with the thinking mode of binary opposition, and the activity process of education is patterned and preset, which brings a lot of sequela to education in theory and practice.

Before the advent of class-based instruction, education's main function was "adult". In the process of cultivating people, regardless of the education contents and forms of education in order to pass the study of general significance and follow the eternal value of culture, aims to enable people to live in the society, school education in the development of people's role is very limited, the system has given out all their names did not become the universal demand and behavior of the whole society, the school also has not totally become subservient to the institutionalization, as a result, the institutionalization of education need not care too much at this time, it doesn't need a mediator can face off with people, is not the education theory of China has a distinct activity, profoundly reflect the nature of education. However, since the publication of the great teaching theory, education has gradually become a working procedure on the social production line in a broad sense. It cultivates people according to the standard of "becoming useful" formulated by a specific social historical era, especially a specific system, and gradually has instrumental properties. Therefore, in order to conform to the characteristics of the era of education at this time, education theory abandoned various heterogeneous factors to construct a universal subject system, and the action attribute began to shrink.

The development path of the subject acquired rich education knowledge, which rapidly promoted the construction of education theory. With the industrial revolution and the rapid development of natural science, efficiency and scale priority thoughts prevailed, for education of numerous and complicated phenomena, especially the understanding of the phenomenon of school education is more and more focus, many education theory are built around the class teaching system, the growing point of the theory of education, school education at that time become China has become the focus of education theory, and then began to control the evolution path of education theory and theory of way, thus formed the education theory of two forms: one is with a preset on the education theory of color of philosophical speculations, second, is of positive color the education theory of logical positivism. Although there are differences between them, they have the common characteristics of essentialism in their thinking and methods. The influence on education theory is the absence of action attribute, which is shown as follows.

First, represented by herbart's "three centers" theory, the status and role of children in education activities cannot be seen. For education, children's activity is the source of action, which makes education activity have development and change. This is the realistic basis and condition for education theory to have action. However, traditional education theory cannot see the existence of children, so it is impossible to identify the action of education theory. Due to changes in the development of children themselves and their life activities light didn't ability, education has been described as can be preset, precision design activities, education theory in this case turned into as a certain kind of knowledge, design and operation manual or become a sermon, difficult to deep rich education practice in a comprehensive explanation, so that in the context of each subject's mature self-pity.

Second, the atomistic approach cuts off the intrinsic relationship between education and social life. Education theory is de-temporalized and de-contextualized. This abstract education theory loses its concern for people. For example, it often adopts the normal distribution theory to describe the development of people. In its vision, human development can be subdivided into specific indicators, and learning can be interpreted as activities that seem to have nothing to do with the surrounding environment.

Thirdly, the theoretical system of education is constructed in speculation, and the unity of history and logic is separated. Under the influence of the traditional theory of knowledge, the desire of the China education theory is always guided by the essentialism thinking way, namely in the identified some after the idea or concept, first as a starting point on how to cultivate the ideal individual reasoning and structure, the result is education theory in the theory of knowledge in the sense of success at the same time, lost its poetic, fuzziness and lasting appeal, can't see the education of life existence, cannot reflect the human face to face with the relative affinity and filling the abundance of the heart.

Any scientific theory is derivative, that is, it must be determined by some other more fundamental theoretical discourse. In the past, under the influence of essentialism, the grand narrative education theory insisted on understanding education with some external teleology, tried to grasp education activities in a standardized way, and constructed a theoretical system trying to explain all education phenomena. In this process, the heterogeneous elements in the process of education activity had to be excluded from the discipline due to the need of norms, so as to present the regularity of the theory. However, the activeness of education theory was gradually lost and the expression of freshness and richness of education activity was lost. Education is an activity with significant action attribute, and action is inrepeatable and insimulable with exploration as the theme. For this, it is difficult for any theory to preset and standardize, and its trajectory is beyond speculative presupposition. In this respect, whitehead once made such an interpretation: "education is the exploration of training for life; Research is an intellectual adventure. The basic condition for the realization of exploration is to create an environment and atmosphere that can inspire people to produce spontaneous actions. Today, the "meta-theory" on which education theory is based has changed, and the importance of action to show the value and function of education has been highlighted, which requires the transformation of education theory in line with the spirit of The Times, which also provides a historical opportunity for the development of education theory.

Education is an activity that is understood. Education understanding is the process of continuous dialogue and communication between people and education, and the relationship between people and education tends to be harmonious in this process. As gadamer said, "understanding is a process of putting oneself into tradition, in which past and present are constantly integrated. This process is creative, making the process of constructing the meaning of education infinitely extended. Therefore, the understanding of education is broader in scope and more applicable in practical value than the acquisition of education knowledge. It is not constrained by the pure knowledge and pay more attention to people in the process of education activities and activities and the built environment and atmosphere, which contains not only the basic elements of education activity process, and contains the correlative with education situation and maintain the indispensable basic force, promote the situation, through the structure of education and the implementation of the understanding of the education in the whole advancement.

As an activity mode that can show itself through communication and coordination, actions have diversity, complexity and richness, and can accommodate various heterogeneous factors. Through action, we can maintain the professionalism of practical work and constantly improve its quality. But it is different from the traditional subject activity, in problem solving, the purpose of promoting activities, it would not deliberately to build self sealing boundary barrier is different from other disciplines, but to ensure that the practice in the field of professional at the same time, actively promote the boundary permeability, make all kinds of help to promote the practice of elements is not restricted by artificial barriers of various disciplines, allow it to grow in the rich individual character to within the boundaries. The reason lies in the generative nature of the content and form of the action for the need to solve the problem. The strategy to solve the problem can be adjusted in time according to the change of the situation, instead of sticking to a certain established procedure mechanically. Education is a practical activity that faces human development directly. The complexity of human development determines that the boundary of education activity cannot be set artificially, and various elements conducive to human development cannot be obstructed to penetrate into education activity. If regardless of the development of rich and colorful with other disciplines pattern that defines it or describe it, or insisting that a certain theory and mechanically by default and established logical rules to implement education activity, must expand the people's development as according to some kind of footnotes, program established activities, one of the development of the various possibilities and richness of education activities will be from shackles on the artificial boundary and lose their sexual action, change to disregard social, pure pursuit of objectivity and without sexual theory there is no essential difference with other disciplines. Therefore, the so-called scientific method is not omnipotent, and the abundant human nature elements filled in education activities are difficult to be fully interpreted by the scientific theory.

Action by subtly by can produce between people face to face with the relative to people's physical and mental development with huge influence function shows that education is neither purely to established goals or way to preserve the activity of the existing system, nor is the so-called theory of complete education system, trying to create more activities for the purpose of education knowledge; It is the activity of "becoming an adult" and "becoming one's own", which has metaphysical significance and requires superb practical wisdom and practices in the grand vision of the country and the world. Looking back to the history of education thought, the classical education theory is closely related to the educator's individual life ideal, life experience and education practice. At the same time, they are in the nature, society and life phase to finance such a grand, to grasp the education in the framework of few poor through to build in the speculative knowledge for the purpose of education theory, nor from the broad historical and cultural background of education carry out to do specialized research, nor will the value of human and mental performance with people outside their own opposite or depends on the way people perceived things to replace human beings and the world, the phenomenon of the relationship between human and life, they with their own efforts to interpret the foundation education theories of social and human nature. Here, they rely on "people who come together to share their words and deeds," adopting a strategy of infecting others with their own words and deeds. In the history of academic thought in China, scholars often advocate such ideas as practice by example, teaching by example is more important than teaching by words, modesty and self-restraint. To this, Dewey pointed out: "the practice of education cannot ignore the ultimate reality of education science, which is not in books, laboratories or classrooms teaching education science, but in the hearts of those who are engaged in guiding education activities and in the actual life of education. This through his excellent character, outstanding talent, acting to expound his own ideal and practice of education activities for education phenomenon and the education problem of beyond the grasp of the knowledge level and deep into the society, the psychological level, it is in the society at the same time, also greatly deepened people's knowledge to the life and fate, direct source close to the education, the improved education value and function in promoting the development of people, this is the inner life of education activities.

Education theory concerning belief and value can be analyzed from two aspects. One is the academic research that aims to solve the problems that occur in life. It is problem-oriented and does not stick to the method itself. Rousseau's "natural person with education natural method" belongs to this category. Second, educators should practice education and realize education ideal with their own actions, such as Socrates mentioned above. The former is characterized by active exploration for survival and adaptation in the process of exploration. The latter not only explores, but also triggers changes in the surrounding environment through its own changes to achieve the purpose of problem solving, which is more academically significant. This way of showing oneself through one's own words and deeds in social life and influencing the public accordingly, in order to realize the common people, is the tradition of academic activities of education.

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