My Views on Education
From birth until the age of formal learning,children can learn naturally and instinctively.They observe the real world around them.They explore; they try; they persevere; and they develop — all that are attracted by their own interests and at their own individual paces.Their achievements are spectacular.Though they always need others’ help,they are doing their own learning,pursuing what they need and what interests them.
When children are gradually growing up,however,they strangely find they cannot afford to learn what they want.They must have a grasp of some boring but required subjects (which are probably soon lost) just to pass the examination or to get a degree.Sometimes they do the scientific research only for their fame or the real benefits they can get.
So it is concerning a simple but abstract problem — what is the purpose of education?
Ideally,education,more exactly,learning is for pleasure.The true learning in my mind will help one neither to get a degree nor to earn one’s living,it will not teach one to operate a computer or sail a boat,but it will help one to live more fully.However,it cannot be done unless one enjoys learning.And in fact,if one is able to see or feel a need for something; if one has a personal interest in something; or if one just wants the challenge,if one is willing to learn actively,he will learn perfectly.From these points of view,children spend far more of their lives outside the 'real world',so their motivation is intrinsic and the learning itself,actually means something absorbing.
But unfortunately,the previous argument is too ideal to exist.Because the world has really turned very materialistic over the years,people are afraid to go back to the basics,to the simplicity.The grown-ups in the real world have much to consider so that education,which partly decides their future position or fate,is becoming complicated.Under these circumstances for them the aim of education should be valuable to the whole society.Everyone must be educated to fit him for life.But with the material civilization playing a more and more important role,there has been some popular phenomenon.For example,just in our city,we find a far larger number of people with university degrees than there are jobs for them to fill.Because of their degree,they refused to do what they think “low” jobs.In fact,work with hands is thought to be dirty and shameful.And how absurd it is!If no one wants to be a servant because nobody is willing to do such work,the professors have to waste much of their time doing housework.So the real meaning of valuable education should be that,firstly,each one can do whatever job is suited to his brain and ability.Not every one is designed to become a scientist or an engineer.Secondly,that all jobs are necessary to society,and that it is very bad to be unwilling to do one’s work,or to laugh at someone else’s.
Finally,I want to quote the remarks of Newton to end my article.“I seem to have been only like a boy playing on the seashore.I have amused myself by now and then finding a smooth pebble or a pretty shell,but the great ocean of truth still lies before me unknown and unexplored.”
中国的教育并不比外国的教育差,每个国家教育都有各自的优缺点.
Education in China is not any worse than education in other countries.In fact,every country has its pros and cons with regard to their ways on education.
家长如何写教子有方的议论文，帮忙写一下！问题补充： 250字——300字，写我的教子观随着社会的进步和“科教兴国”战略的实施，下一代的教育问题已
在这个高楼林立，车水马龙的大都市生活着的我们，可能会觉得乡下的那种物质条件极度匮乏的农民们生存质量很低。但我们有否想过，享受着高官厚禄、锦衣玉食的腐朽奢华的人们，就有高的生存质量了吗？那到底怎样的生存状态才算高质量的呢？
生存的质量，指的是人们生活在这个社会上所拥有物质财富和精神财富。我认为人的生活水平的衡量，不仅仅在于外在的物质条件的优越，更重要的是在于人的精神层次是否上一个高度，精神财富是否富足。
子宫里成长着的胎儿，进行胎教，希望给孩子以积极的健康的发展。所以教育不单单是指未成年人在学校、家庭中所接受的教化培育。
2、教育的主体包括受教者和教育者，受教者只是一个人或者一群人；教育者可以是一个人、多个人，也可以是植物、动物，一件事情，一道风景、电视、电脑、手机、书籍等等，不要认为教育者仅仅是指学校的老师、教授、学者、专家等。
3、教育的正常目标可以理解为，自谋求个人的生存技能开始，到谋求国家利益、民族利益、人类命运持续科学化、幸福安全的高科技，用以造福人类，没有止境！；教育的异常目标通常是反人类、反社会的，例如恐怖主义、异端邪说、封建迷信等等。
4、科学的教育是立体的，它分为4个层面：学校教育、家庭教育、社会教育和自我教育。四个层面相互交融、重叠和互补，形成了完整的教育体系。
5、人的前期教育最为重要，从“胎教阶段”持续到21岁左右。0-3岁主要培养内在秩序，培养目标以“专注”为本；3-9岁主要植入情理原则，培养目标以“兴趣”为本；9-12岁主要植入逻辑思维，培养目标以“准确”为本；12-18岁主要扩充放大形式，培养目标以“领悟”为本；18-21岁主要注入创新动力，培养目标以“践行”为本。当然这只是一个基本的、普遍的分段，每个人真实情况存在明显的个体差异，因人而异
6、教育的、结果因人而异，因地而异，教育者和受教者的基因性格、临场发挥是主导因素；除此之外，还受到地域差异的影响，各自地域的民俗礼仪、家庭环境、学校环境、社会环境甚至气候地理均能对教育和结果产生影响
7、针对不同地域、背景下的人，均有一种最适宜、最恰当的系统教育模式可以将这个人的潜能发挥到极致，但是每个人只能使用专属于自己的教育模式，才能达到属于自己的巅峰，这种几率几乎为零，所以没有一个人是完美的
8、现代教育的弊端有很多：家庭与学校的理想主义教育与社会的现实主义教育的尖锐对立，非功利性与功利性终究不同；应试教育和社会功利性导致精神层面的缺失；私有制下的教育不能解决人的信仰问题；教育不平等，精英教育与大众教育始终无法统一；社会教育的大染缸性质，造成受教者的怀疑和不信任，不能与学校、家庭教育有效融合，无缝连接
9、人们在了解其他人或者其它地域的教育之后，通常总是反思自身教育的不足之处，而忽略自身教育的优点，盲目否定自己，其实也许别的教育并不适合你，生搬硬套只会适得其反。中国人采用西式教育并不一定奏效，接受过西式教育的人并不一定更优秀。
985免费论文网友情提示：本网站所有内容为共享上传提供，仅限学习分享，如产生版权问题，请联系我们及时删除！
Copyright © www.csmayi.cn Corporation, All Rights Reserved 共享时代 共享你我他 版权所有
