The background of high-quality development provides a realistic basis for highlight-ing the importance of affection in education.Affection not only constitutes an important connotation of high-quality education,but also is the ethical cornerstone of building a community with a shared fu-ture for mankind in the era of globalization,providing a congenital possibility for people to continue their lifelong self-learning and development.The affectional turn of education means to re-examine the knowledge and ethical background of education,and to seek an education that aims to help peo-ple obtain the motivation,conditions and abilities to promote their own development in the sense of the whole person under the value concept of human development.It is profoundly manifested as the presence of people in educational theory and practice.Therefore,it is necessary to understand the re-lationship between affections and human cognition,morality,spirituality and potential,to seek the modes of infiltration and combination of affection in education,and to promote the development of whole persons marked by affectional turn through the cultivation of affections.
The integration of five dimensions of education answers the question of educational ontology such as"what kind of people to cultivate"and"how to cultivate people",which provides ideas and benchmarks for the evaluation reform of basic education.The integration of five educations is helpful to promote the transformation of basic education evaluation objects from"abstract person"to"concrete person",promote the transformation of basic education evaluation thinking from"linear thinking"to"complex thinking",and promote the transformation of basic education evaluation func-tion from"utilitarian"to"value-added".However,it is not easy to effectively promote it,and there are many difficulties,mainly including the contradiction dilemma in the design of basic education e-valuation index system,the lag dilemma in the implementation of evaluation programs,and the con-trol dilemma in the application of evaluation results.In order to solve the difficulties in practice,it is necessary to deepen the comprehensive research of the evaluational reform of basic education,im-prove the supporting system of the evaluation reform of basic education,build the resource sharing platform of the evaluational reform of basic education,and promote the effective implementation of the evaluational reform of basic education.
Unit teaching is one of the crucial orientations in classroom teaching reform and it is also an important way to achieve the goal of developing students'key competencies.In the process of historical development of unit teaching it serves as a method of organizing teaching content and has evolved over time,and meanwhile,the understanding and development of its connotation is the pro-cess of the unification of disciplinary logic and psychological logic.This paper examines the historical evolution of unit teaching by analyzing three value orientations:knowledge reduction orientation,knowledge application orientation,and knowledge generation orientation through tracing the histori-cal evolution theory,experience theory,and structural theory,the concept of unit teaching is ex-plored,and at the same time,the dialectical unity between disciplinary logic and psychological logic has been sorted out.The current trend emphasizes the integration of disciplinary logic and psycholog-ical logic through literacy development,enriching the connotation of unit teaching by combining holistic and developmental views.Additionally,the paper emphasizes the integration of knowledge,activities and cognitive processes with key competencies as the main line,aiming to reconstruct"In-tegrated Competency Unit".
China has a long tradition of rural teachers'serving as rural elites.In view of the scarcity of rural intellectuals at present,it is urgent to revitalize the advantages of rural teachers'human resources and encourage them to act as"new rural elites"in the process of rural revitaliza-tion.However,the professional quality of rural teachers is still relatively low,China still lacks rele-vant laws,regulations and management systems to support rural teachers'serving as new rural elites,which will inevitably face institutional,management,identity and professional dilemmas.In order to explicit rural teachers'identity limits,task limits,time limits and revenue limits,relevant laws and regulations must be amended,authoritative guidelines must also be formulated,and then the limits of doing things as rural elite teachers should be clarified and defined.In order to ensure the quality of rural teachers'serving as"township virtuous",the supporting mechanisms such as leadership,daily management,application and approval,multiple incentive,supervision and as-sessment as well as dispute resolution must be constructed on the basis of referring to the relevant laws and regulations of civil servants'part-time work management.
The identity of rural teachers is related to the construction of rural teachers and the high-quality development of rural education,and the construction of identity needs truly touch the spiritual and cultural aspects of people,and so it is necessary to examine the identity of teachers from a cultural perspective.From the perspective of cultural studies,the identity of rural teachers is the unity of the triple attributes of self-identity,social identity and value identity.In the process of pursuing modernization,based on the contradiction between modernity and tradition,rural teachers'identity encounters the cultural separation of urban and rural duality,which is correspondingly re-flected in the hollow self-identity under the resistance of material culture,the ambiguous profession-al identity under the disorder of institutional culture,and the loss of value identity under multicul-tural conflict.To break through this dilemma,it is necessary to use cultural consciousness as the cultural guide of rural teachers'identity,realize the inconsistency of self-identity through the inte-gration of material culture;use the correction of institutional culture to solve the professional identity of teachers;and stimulate the leading role of value identity with the harmonious coexistence of spiri-tual culture.
