Currently,human beings are living in an era full of uncertainty and turbulence.Multiple problems,such as the weakening of humanistic values,the urgency of ecological sustainability and the impact of technology in the information age,are aggravating global contradictions and turbulence,which puts forward new demand for educational reform.As an important part of educational content,curriculum is concentrated embodiment of educational values and goals.However,current curriculum is unable to meet the needs of future human development and make corresponding contributions to changing the current situation,so we need a curriculum reform.Future curriculum is characterized by flexibility,integration and cross-border unity,based on the cultivation of students'global competency,so that students can adapt to the needs of future development and global sustainable development.Therefore,future curriculum should show the development trend of humanity,resource integration,sustainable ecology and innovative wisdom under global perspective.Among them,humanity is committed to independent development of each student and uses intelligent education to support students'needs.Future curriculum focuses on the quality of student cultural understanding and concern and highlights the unique value of local ethnic culture under the premise of maintaining global cultural diversity.Guiding students to link self-worth realization with global development and assume the responsibilities and obligations as global citizens,cooperation is the future trend and future curriculum will enhance students'sense of solidarity and cooperation ability by integrating cooperative learning.Resource integration reflects the selection and integration of curriculum resources,balances the relationship between"big and little"in massive resources and fully excavates,reconstructs and upgrades resource system,so as to enrich the inventory of high-quality resources.Ecology of curriculum sustainable development advocates harmony,openness and interaction in the aspects of curriculum concept orientation,organizational form and context setting,so as to break prevailing utilitarianism and instrumental rationality and awaken the love and care in students'hearts.Innovative wisdom emphasizes the use of innovation and information technology to promote curriculum reform,strengthen the integration of curriculum and information technology and meet the needs of information age,which is mainly reflected in improving students'information competency,constructing informationized curriculum culture and promoting the interaction between technology and social culture.To sum up,trends of future curriculum reform are based on realistic problems and future needs and focus on handling the relationship between people,people and nature,and people and technology,with the main goal of cultivating students'global competency,giving more new possibilities for achieving better development of human society and safeguarding the common interests of mankind.
Since the reform and opening-up,educational hominology research has basically synchronized with contemporary Chinese hominology research and has gone through 45 years of development.Reviewing the research course of educational hominology,it specifically includes three stages.The first is the surging stage from the end of the 1970s to the mid and late 1990s which is characterized by the appeal and advocacy of many issues related to human beings in educational research.The second is the construction stage of disciplinary system of educational hominology from the mid and late 1990s to the first decade of the 21st century which is characterized by the completion of the construction of educational hominology as a discipline.The third is the deepening development stage from 2010 to the present which is characterized by the fact that educational hominology continues to attract attention as a discipline and many of the claims have been recognized.Reflecting on the development of educational hominology,we can find some urgent problems.For example,the humanistic attribute of pedagogy,which is the source of educational hominology,is still challenged,the accumulation of educational hominology as a discipline is insufficient,and educational hominology research in the field of educational research needs to be explored and expanded.Even so,we are still full of confidence in its future development because education is a noble cause to cultivate people,and education hominology will provide the most direct and abundant academic contribution to explain the humanity of education.Since then,there has been place for educational hominology among the disciplines of educational research.Educational hominology has its own disciplinary purport which is declaring the humanism of education itself and educational research and has its own practical power which is to let its propositions and ideas spread to the grassroots and front-line teachers,so that China's education will focus less on knowledge indoctrination and skill training,but more on human temperature and expectation.
Teacher morality is the professional requirements of teachers and the foundation for quality education.Only teachers who possess both morality and talent can cultivate students with comprehensive development.In the new era,there are higher requirements for teacher morality,and teachers should be role models with firm educational beliefs and good educational emotions.Teacher morality is a comprehensive reflection of teachers'educational concepts,values,words and action.Teacher morality is nurtured by excellent school culture.Schools should establish a system that is conducive to the formation of good teacher morality and fair and impartial implementing system,create the environment that encourages teachers to conduct independent development and self-discipline in an enterprising manner,establish school concept system and institutional norm system to lay foundation for teacher morality development,establish the system and explanatory rule for the standardization of teachers'words and action to ensure the unity of external and implicit components of teacher morality,and establish excellent team composed of teachers with educational ideals and dedication.In educational and teaching practice,implementing cultural construction can form good teacher morality.To form excellent teacher morality,it is necessary to follow correct ideas and values.Love for students and education is the core of teacher concept culture and what teachers do is more important than what they say,so teachers should develop students'character and cultivate their morality through effective activities.Teachers should design active and participatory moral education courses and design activity projects aimed at developing students'character.Schools should establish the learning culture that pursues progress,continuous learning,and self-improvement,encourage teachers to conduct continuous re-search on education and teaching,implement project exploration and learning,and set high require-ment for work.Teachers should form the research culture that pursues quality,exploration and sci-ence.Schools should encourage teachers to use research perspective and high standards for educational and teaching activities,use professional method to conduct high-quality research on key issues in work,require them to have the sense of collaboration and forge team culture of seeking progress and development together with democratic management,team evaluation and value norms.The develop-ment of teacher morality should pay attention to the explicit component,such as language and behav-ioral habits.
At present,human civilization is undergoing the transformation of digitalization and intelligence,and the age of digitalization and intelligence has already arrived.The transformation can empower social productivity,promote the innovation of productive method,and lead human beings to conduct in-depth thinking and exploration of the future society.At the same time,the pulling influence of the transformation on human education will be further highlighted,especially triggering profound school educational transformation.In the face of contemporary background and development mission of promoting Chinese path to education modernization and strengthening education,school transformation has a profound meaning and is important to promote the digital transformation of education,powerful initiative to realize the ideal of educational equity,action guarantee to build high-quality educational system,and historical choice to serve the sustainable educational development.School transformation is based on the present and future,past practice of school transformation at home and abroad is rich and diverse,and the arrival of the new age inspires people to think about the future of school development.In the school transformation in the new age,schools gradually outline the future landscape characterized by the virtual and real school space,updated technology concept and scientific and intelligent governance model,showing the main features of intelligent personalization and ubiquitous,ecological and interactive cooperation,and school education will realize the development trend from mechanical to intelligent,from solidification to ubiquitous,and from unidirectional to interactive,closely connected with human life.At the same time,school transformation will regard human ontology as the core and pay more attention to humanistic nurturing,in-depth authentic learning and the activation and cultivation of innovativeness.All the educational design of schools will be centered on the needs,growth and development of human beings.School transformation is not only a local change,but also a global one which needs to properly considers internal and external environmental and individual needs and constantly meet the basic needs represented by spatial,functional,and technological needs,so as to ensure that the transformation is steadily progressed and effective.The ultimate goal of theoretical discussion is to serve practice,and school transformation needs to take school governance as starting point to further improve transformation based on reality.Specifically,to realize the natural pattern of school transformation in the new age,school education urgently needs to improve governance capacity,enhance governance effectiveness,and focus on deepening the research on the governance path of school transformation,including strengthening research to enhance the awareness of transformation,integrating digital technology to standardize school governance mechanism,integrating multiple subjects to optimize governance organization,and improving preventive system to solve the risks of technological governance.
Consolidating the sense of community for the Chinese nation is the mainline and guiding principle for ethnic work of the Communist Party of China in the new era,concerning national stability,national unity and the great rejuvenation of the Chinese nation.Empowering the education of the sense of community for the Chinese nation with intelligent education is an inevitable trend in the digital transformation of education and is of great significance to the implementation of the fundamental task of fostering virtue through education.Intelligent education,as a new educational model that integrates advanced information technology and brain-based technology with traditional education and teaching,has transformed educational landscape and facilitates the comprehensive reform of teaching resource,model,assessment,management and cooperative education to meet the needs of personalized,precise and intelligent teaching and learning.The empowerment is an open collaboration system that focuses on educational collaboration,supplemented by organizational collaboration.It takes the optimization of the supply and sharing of educational resources as priority,classroom teaching as practical direction,improving teaching evaluation method as starting point,enhancing educational management level as guarantee,and home,school and community cooperation as key force.At present,in order to implement the education in basic education,we should promote the return of educational resource from knowledge logic to life logic,the transition of classroom teaching from traditional teaching to inquiry and situational innovative teaching,and the transition of teaching evaluation from single evaluation to comprehensive evaluation.At the same time,in order to give full play to the empowerment efficiency of intelligent education,we should integrate the advantages of intelligent management to cultivate teachers with both morality and skill,expand the cross-border interconnection field,and build normalized mechanism of cooperative education among home,school and society.
Science and technology are the core competitiveness for national development,and scientific competency provides important foundation for nurturing talents of scientific and technological innovation.This article uses CiteSpace software to visually analyze and interpret key journal articles on scientific competency research from CNKI database and the SSCI database within Web of Science core collection and clarify the fundamental characteristics and frontier trends of domestic and international research from spatial-temporal distribution,hotspot analysis and evolutionary process,thus providing valuable references for future studies.Findings reveal that scientific competency research,both domestically and internationally,has undergone three stages of slow development,rapid growth and continuous deepening.In each stage,domestic output surpasses foreign output.The most prolific authors in terms of publications are respectively Liu Enshan and SADLERT,while Beijing Normal University and Michigan State University are most prolific institutions and universities that occupy prominent position among scientific competency research institutions.Foreign scholars and institutions exhibit stronger collaboration than that in China,although there is no significant clustering effect among core authors,neither domestically nor internationally.Both domestic and international researchers emphasize the significance of cultivating students'scientific competency in science education,albeit with different implementation strategies.China highlights the role of STEM curriculum,STS/STSE curriculum,learning progression,scientific inquiry and experimental teaching in developing scientific competency,while foreign countries emphasize the importance of science nature education and socio-scientific issues.Foreign scholars show interests in assessing scientific competency,while domestic research concentrates on exploring the relationship between scientific competency and core competency,investigating the impact of science communication on enhancing citizens'scientific competency,and emphasizing the concept and cultivation of scientific spirit.Based on these findings,this study proposes the following advice:promoting multi-participation and interdisciplinary integration to construct research community,incorporating quantitative and qualitative research to enhance methodological diversity,and tracking hotspots and consolidating foundations to meet the needs of scientific competency research.Specifically,in terms of scientific competency assessment,researchers should actively take part in international student scientific competency assessment projects and try to independently design programs and tools for assessment.In the field of science teaching,researchers should transform teaching methods and foster students'scientific thinking,including argumentation skill,reasoning ability,and understanding of the nature of science.
Joy is a kind of positive emotion produced by learners after receiving relevant stimuli,which can improve enthusiasm and activity capability.Joy of learning is a positive emotion that has certain types and levels.Based on Bloom's cognitive goal classification theory,joy of learning can be divided into the following levels.The first is cognitive joy,including the joy of expanding information,knowing things,verifying ideas,thinking,solving problem and improving capability.The second is the joy of affection,including the joy of being curious,developing interests,pursuing the truth,the good and the beautiful,making independent judgment and being independent.Based on Maslow's needs theory,joy of learning can be divided into the following levels.The first is the joy to meet physiological needs.In learning,learners mainly use sensory perception such as seeing,listening,smelling and touching to explore the characteristics of things and acquire knowledge.The second is the joy to meet the need of safety which requires good relationship between man and environment.The third is the joy to meet the needs of belonging and love which is a kind of emotional and spiritual need,and learning can satisfy this need by making people advocate goodness.The fourth is the joy to meet the needs of self-esteem which can improve self-identification,form various capabilities,confirm the sense of self-worth,generate the quality of self-confidence and independence,and satisfy internal and external respect.The fifth is the joy to meet the needs of self-realization which refers to the realization of personal ideal and aspiration and satisfy the need to play capability,which is the highest level of human needs.Joy of learning is of great value to the development subject and can enhance the effectiveness of learning.The timely discovery,attention,capture,exploration and development of joy of learning can stimulate and protect intelligence factors to a certain extent and promote the individual development of students.Learning under joy is a kind of harmonious learning that respects and follows the law of students'physical and mental development.In this harmonious learning process,students can maintain an active learning state.Research on joy of learning provides valuable enlightenment to education and teaching:teachers should guide students to have willingness to learn,education and teaching should promote students'autonomous and active learning,pay attention to the integrity and vitality of teaching and cut into the core proposition of survival,and teaching should be committed to the realization of the ultimate value of learning and the return of humanism.
As a general concept,ideology is extensive and hierarchical.The ideological existence of educational thought and concept,which play a leading and dominating role in the field of education and its activities,is educational ideology.It is manifested in the understanding,cognition and proposition of subject on fundamental educational issues such as what is education,what kind of education to run,how to run education,who to run education,for whom to run education and who to train,how to train and for whom to train talents.Educational ideology is a collection of educational concepts built on the specific interests and values of social subjects.It is the ontological existence of ideology in the field of education built on economic foundation,especially specific educational material and institutional foundation,reflecting consciousness form and interacting with it and is an important component of ideology.At the same time,it has its own relatively independent logical regulation and constituent system.Since its introduction into China,pedagogy has appeared in the ideological construction of early modern education.Later,through revolution,construction and reform from old China to People's Republic of China,pedagogy has always been a participant in the construction,which reflects the indispensability of Chinese pedagogy in the construction,appearing in different ways in different periods.Its presence and appearance are subject to specific time and space construction and plot,and also actively participate in script creation and plot interpretation.From new period to the new era,the spatial and temporal contexts and educational ideologies have undergone profound transformations,but the role and appearance of pedagogy in the construction are generally consistent.Academic discussion promotes the clarification and identification of educational ideology,knowledge production supports the construction and improvement of educational ideological system,and policy research serves the leadership and governance of educational ideology.It is the fate and mission of Chinese pedagogy to participate in the construction and promote its development and renewal in the new era,and it is also the need and necessity for the development of modern education in China.
Evaluation is the activity of value judgment carried out by ubiquitous actors,while educational evaluation is the process of meaning construction in the field of education and it encompasses a wide range of content,with multiple and interactive subjects and objects,which leads to diverse and intricate tasks in the practice of educational evaluation reform,making it challenging to pinpoint key areas.Examining the forms of educational evaluation can help accurately identify the focus and challenges of the reform.From the perspective of history,educational evaluation has three forms as talent selection tool,management instrument and educational resource.These three forms have different theoretical foundations and degrees of development.Currently in China,they coexist in a complex manner and examining each form separately reveals numerous issues.As talent selection tool,summative evaluation is more focused than process evaluation and student intellectual evaluation is more focused comprehensive competency evaluation.As management instrument,challenges arise from the mismatch between outdated theories and the demand of evaluation reform in the information age,diversified evaluation orientation and single governance entity,evaluation institution development and evaluation reform,and rational and controllable presuppositions of evaluation practice and inherent complexity of evaluation subject and object.As educational resource,evaluation criteria,subject,and content are misplaced.Therefore,it is imperative to promote comprehensive reform.As talent selection tool,educational evaluation reform must address issues of fairness and scientific validity,particularly by reforming examination and enrollment system to offer top-notch innovative talents.As management instrument,educational evaluation reform should align with global governance trend and international trend,leveraging information technology to guide social governance.As educational resource,educational evaluation reform must focus on improving the capabilities of faculty,especially guiding teachers to conduct in-class evaluation effectively,scientifically design and provide feedback on assignments,and enhance non-formal evaluation capabilities,thereby effectively ensuring the realization of the educational value of educational evaluation.
教育不平等的原因是一个全球性的教育议题.探索教育不平等的原因也是教育研究工作者的使命,而且是不断激发教育创新与发展的基础性理论渊源.近年来,关于教育不平等的研究可谓汗牛充栋、成绩斐然.然而,如果要把多年来国内外研究所论及的导致教育不平等的原因及影响教育不平等的因素,列举一个完整的清单,那必定是一件难以完成的事情,因为导致教育不平等的原因与影响因素实在太多了,而且错综复杂.
Current educational theories'understanding of function of knowledge learning in student competency development has formed"on development based on knowledge"mechanism which is to understand and implement competency development mainly within the scope of knowledge learning.In fact,knowledge learning alone cannot complete the task of the comprehensive development of students'physical and mental competency.Understanding the developmental function of knowledge learning and its realization mechanism should transform to"on knowledge based on development"mechanism,that is,to grasp the development function of knowledge learning and its realization mechanism based on competency development.The basic mechanism of the development lies in students'active participation in practical activities.The development function of knowledge learning is reflected in process and result.The former means that knowledge learning can directly promote the development as a symbolic practical activity.The latter means that students'knowledge can guide,inspire,be referred to,demonstrate and encourage practical activities and students can transcend the limit of individual experience and achieve quality development.The mechanism of knowledge learning affecting the development is that it indirectly affects the development by influencing practical activities.Students'knowledge cannot become competency and combining knowledge and practice can promote the development.Due to the difference in the development process of cognitive activity and physical activity competency,there are important differences in the function of knowledge learning in the two processes.In cognitive activity competency development,"knowing"and"practicing"can be completed in book knowledge learning,so book knowledge learning is the main way to implement the development.In the development of physical activity competency,"knowing"can be completed through book knowledge learning,but"practicing"needs to be carried out in practical activities,so book knowledge learning is only a necessary link but not a sufficient condition.
Teacher morality and style are the core of teacher quality,and their level is directly related to the completion of the fundamental task of fostering virtue through education.In the process of moral formation,mental health is closely related to morality,and the internal basis of teacher morality is mental health,which complements and influences professional mental health.Therefore,teacher professional mental health is an important promoter of teacher morality construction.Teachers can feel the value and significance of life and real happiness in the process of education and teaching,so as to experience higher level of mental health.At the same time,teacher professional mental health can effectively help teachers to internalize social morality,make them internalize teacher morality into action guide,and help them show good moral behavior.Improving teacher mental health level can effectively promote teacher morality cultivation,which is an important content and effective path for teacher morality construction in the new era.First,in the construction,we should take mental health education as the breakthrough point to infiltrate teacher morality,study teacher morality from the perspective of whole system,and organically integrate teacher mental health education with teacher morality education.Second,we should rely on mental health education to stimulate the autonomy of teacher morality cultivation and attach importance to the immature stage of ideological value and psychological development of normal students.In pre-service stage,we should attach great importance to cultivating and carrying forward educator spirit and let teachers realize that mental health and morality are independent needs of individuals and mental health education and teacher morality education are helpful to lay good foundation for their career.Finally,it is necessary to form multi-subject construction mechanism of teacher morality and style.Teacher morality construction needs the joint efforts of many subjects in the whole society,and it is necessary to explore the root of teacher morality from mental health education and find reliable way to solve the problems of teacher morality.It should be pointed out that current phenomenon of teacher misbehavior is not universal,and the vast majority of teachers are practitioners of teacher morality and style.It is not wise to belittle the whole teacher group because of the misdeeds of a few people,which is unfair to the teacher group and will eventually hurt education itself.Forming the social atmosphere of loving,respecting and valuing teachers and giving teachers more respect,understanding and tolerance are important foundation for the construction of teacher morality and style.
Fostering virtue through education is the fundamental educational task proposed at the 18th National Congress of the Communist Party of China.Early childhood education,as part of basic education,also needs to implement the fundamental task and it is essential to have a proper understanding of the value of moral education for young children and scientifically define its objective,so as to choose the content and method,thus uniting the development of individuals and virtues and achieving the fundamental task.The value of the moral education,from individual perspective,is manifested in helping them realize their innate nature as human beings and guiding them onto the path of becoming a person.From societal perspective,the moral education can transmit specific political viewpoints,ideologies,and cultural traditions necessary for society,laying foundation for nurturing members and citizens needed by society."Becoming a true person"is the highest value and ultimate pursuit of humanity.Education nurtures individuals,and moral education is its important aspect and serves as the core and guiding force in education which ensures the right direction of individual development.The transformation of a biological human into a true"person"with specific social moral elements is determined by the essence of morality.Moral education uses the spiritual pursuit of people wanting to become true"persons"and better individuals to lead individuals toward a developmental trajectory with certain standards and norms,allowing individuals to find spiritual fulfillment through continuous improvement of character and thus continuously transcend themselves and gradually raising the standards of moral conduct.To realize the value of the moral education and help children achieve innate nature as"persons"and guide them to become individuals with initial moral enlightenment,it is necessary to establish specific objectives to make activities more operational from the dimensions of individual,individual's relationships with others and individual's relationship with society.From individual perspective,we can start from healthy personality and wholesome character to lay foundation for nurturing complete individual.In terms of individual's relationship with others,it is necessary to cultivate young children to become social individuals capable of cooperation and coexistence with others,teach them to handle relationship with peers and groups and become good members of their groups and communities.Finally,from individual's relationship with society perspective,young children should understand and attempt to assume special social roles,learn to be people of good character and be good citizens to ensure their harmonious coexistence with society.Specific educational path lies in personality development education with the aim of life,prosocial behavior education starting from mutual benefit and reciprocity,moral enlightenment education focusing on behavioral norms and habit formation and citizenship moral enlightenment education based on collective awareness and national consciousness.
作为一种人工智能深度学习工具,ChatGPT将融合甚至改变教师教学工作、学生知识学习与技能训练、课程资源和教育教学评价等教育要素,进而促进教育变革.ChatGPT将推进构建强智能时代的教育新范式:从培养标准化人才走向培养创新人才的教育新目标;从集中培养走向多样化个性化培养的培养新方式;从重硬件走向重软件与功能的教学新空间;从学年制走向弹性学制的学制新体系.ChatGPT在教育中的应用存在技术不足与垄断、信息的真实性难以确认、伦理与价值存在争议、虚拟世界侵蚀真实世界、教育转型能力不足及失败等风险,要有防范意识和对应策略.
实现民族地区基础教育高质量发展,是我国 目前持续追求的教育目标和行动战略.当前我国民族地区基础教育主要存在教育主体发展面临严重挑战、教育资源配置相对缺乏公平等现实问题.为厘清我国民族地区基础教育高质量发展的时代内涵,在教育主体之维上应追求更专业、更全面、更有活力的发展,在教育资源之维上应实现更为优质、均衡、公平的配置,在教育环境之维上应谋求更民族、更本土、更关怀的氛围,在教育文化之维上应保持更开放、更多元、更自信的格局.推动民族地区基础教育高质量发展,需要构建强主体、强资源、强环境及强文化的"四位一体"高质量发展模式,并加强教育规范治理、构建帮扶机制,以及提升发展的可持续性.
陈桂生先生是新中国成立后成长起来的第一代教育学家中的佼佼者,在近七十年的教育学学习和研究过程中,他坚持马克思主义历史与逻辑相统一的研究方法论,以历史的逻辑的、历史的比较的、历史的具体的等分析方法,聚焦教育基本理论领域与教育实践方面的常规、常理、常法、常情,运用历史分析和比较研究所获得的逻辑范畴,重述教育的各种史实、现实.从历史与逻辑相结合的视角来看:陈先生基于经典原著研究马克思主义思想,在反思中国教育学研究、教育概念辨析与元教育学研究中构建教育学理论体系,基于广义"德育"认识与实践德育理论,开展中国教育的理论与文化研究、实践教育学研究与教育行动研究.通过对古今中外教育经验和研究成果的结构化、系统化分析,陈先生建构起了既不同于西方实证主义也不同于中国传统的哲学思辨的独特的教育学理论体系.
教育学的难点在于其中内在的矛盾,中国教育研究中又存在非同一般的特殊矛盾.其一,教育学双重功能的冲突,实际上是因为科学理论与实践教育理论的区别而产生的逻辑鸿沟.其二,教育学研究对象中的内在矛盾,即"教育"与"教养—教学"之间的逻辑鸿沟.其三,对具体的"教育"进行客观的研究较为困难.其四,教育科学理论与教育实践理论性质不同,解决的是不同的"教育问题".其五,在各种教育价值学说中,往往各从某种价值取向出发,重新定义教育,以致如今每一个基本概念都有多种"定义"或"拟定义".其六,科学的教育研究是从大量教育事实中抽象出逻辑范畴,进而形成概念系统,再以逻辑范畴为比较项重新解释不同时代、不同社会—文化中的教育现象.其七,中国教育学何时越出"西学东渐"时代依旧是"教育学的迷茫".
改革开放45年来,中国特色教育学教材研究大致经历了"拨乱反正""初步探索""反思总结""发展创新"和"深化突破"五个阶段.深入考察教育学教材发展历程、教材编写、教材使用、教材管理、教材建设、教材体系、教材反思以及与教育学发展的关系等研究议题,发现教育学教材研究呈现中国特色逐渐凸显、研究主题不断丰富、实践观照愈受重视、研究视角趋向多样、时代特征日渐鲜明等特征.进入新时代,研究者应进一步坚持马克思主义的指导地位,挖掘教育学教材的育人功能,加强教育学教材体系的研究,构建教育学教材研究共同体,探索教育学教材的教学转化,关注教育学教材新载体形态的发展.
在现代化进程中,城乡社会产生了现代性变迁:社会个体化、人口高密度聚居、社会交往关系陌生化.这决定了乡村教育现代化负有三重使命:一是培育乡村学生积极的个体意识和社会秩序感;二是提升乡村学生参与社会流动与社会分工的能力;三是培养乡村学生适应高密度聚居和处理陌生关系的能力.基于此,乡村教育现代化的实现,应着力于教育理念、教学方式、教学内容等方面的优化.
长期以来,我国数学教育研究者围绕小学数学教学所展开的研究为我国师范学校小学教育专业人才培养,学科教材建设等贡献了重要力量.小学数学教育学学科经历了借鉴与探索、讨论与初创、反思与整合、实践与发展四个阶段.通过对这四阶段小学数学教育学教材进行分析发现,1919-2022年的小学数学教育学学科在课程性质、师资培养层次、数学教育学成果、学科价值取向、学科教材、学科研究内容结构方法以及研究队伍的主体力量、教育背景、职业发展、地理位置方面呈现出不同特点.小学数学教育学学科发展的当代启示是:夯实学科基础、秉持开放心态、关注教材建设、关切专业教育、坚持人员传承.
