Question 1: Education should be a lagging example. Meng Mu moved three times.

During the Warring States Period, a university asked Mencius. Mencius was very naughty when he was a child. His mother spent a lot of effort to get him a good education! friendship

Next time, they live next to the cemetery. Mencius and the children in the neighborhood learned to bow down and cry like adults and played a funeral game. Mencius' mother looked at it and frowned: "No! I can't let my children

Live here! Mencius' mother took Mencius to live next to the market. When he arrived at the market, Mencius learned to do business with his neighbor's children. He bowed to welcome the guests and entertain them, and waited for a while.

The son bargained with the guests and did a good job! Mencius' mother knew this and frowned: "This place is not suitable for my children to live in either! So they moved again. This time, they moved near the school.

Mencius began to be orderly and polite, and liked reading. At this time, Mencius' mother nodded with satisfaction and said, "This is where my son should live! 」

Later, people used "Meng Mu's Three Movements" to explain that if people want to learn good habits, they should be close to good people, things and things!

In the past, Mencius' mother chose a good environment to live in so that her children could study hard. The child refused to study hard, so she cut off the cloth on the loom to encourage him.

Good parents are learned.

There are no parents who are naturally successful, and there are no parents who don't need to learn. Everyone should learn relevant knowledge before becoming a parent. The sooner you prepare your awareness and knowledge of how to be a parent, the better.

Good children are taught.

Excellent parents have one thing in common: they spend a lot of time educating their children.

Good habits are cultivated.

Many parents blame their children's bad habits on schools, teachers and children, not themselves. In fact, most of children's habits, whether good or bad, are cultivated by our parents intentionally or unintentionally.

Good grades are helpful.

It has become our parents' duty to help children adapt to exam-oriented education, and the best way to help children reduce their burden is to make our parents increase their burden, that is, to make our parents become their academic tutors.

Good communication is all heard.

The first step is to listen, that is, let the children speak out and understand the true meaning of their words. The second step is understanding, that is, whether it makes sense to think from the child's point of view, the result is often reasonable. The third step is to imply that if it makes sense, the child may not be able to take the right action. At this time, parents should give advice.

Good grades are made.

idea

The most important factors, such as ambition, morality and mind, are not through "explicit education" such as parents' preaching, but through parents' behavior, that is, "implicit education", in order to produce results, so that children can develop a big mind

In addition to setting a good example for parents, the best way is to let children read more famous books and biographies of great men, so that children can learn to look at society and themselves from the perspective of a great man.

When planting crops or not planting land, educate children to start early in time to get twice the result with half the effort. (Su Xue)

A bunch of approving eyes, a knowing smile and an approving nod can convey the true feelings of encouragement and express praise for children. (Zhang Shiping)

Taking children to travel, climbing mountains, visiting parks and watching movies are all the most appropriate ways to praise children. (Zhang Shiping)

When we praise children, we should be eclectic and appropriate according to time and situation, so as to fully show the true charm of praise. (Zhang Shiping)

Wang Shouren, a thinker of the Ming Dynasty, said, "Generally speaking, a boy likes to play and swim, but he is afraid of frugality. If the grass is budding and comfortable, it will reach, and if it is scratched, it will decline. "

Some parents reward their children for learning progress, which is tantamount to bribery and extremely wrong. (East)

From the long-term interests, it may be more conducive to cultivating children's endurance and will, and more conducive to their healthy growth. (East)

Parents expect too much from their children, which often backfires. (East)

Our education is to save students from obedient and standardized education and restore their nature of free thinking (Miao Sports Army).

Leave the students' thinking space to themselves, and of course the teacher should also give strong guidance. (Miao Tijun)

The long feudal society is to cultivate obedient subjects and stifle the most vigorous vitality of the Chinese nation ... >>

Question 2: What is the concealment and lag of educational activities ~ ~ Dear ~ This is too simple ~ ~ You can take a walk in the classroom of any school ~ ~ As long as it is domestic ~ ~ No matter whether it is large, medium or small ~ ~ You can immediately realize the concealment and lag of educational activities! ! ! ! ! ! ! ! !

Question 3: What are the reasons for the lagging education in China? 5 points mainly means that education in China is basically exam-oriented education.

Question 4: What do you mean by lag? Lag:

1. One phenomenon lags behind another closely related phenomenon; Especially if the physical effect is not tracked in time, or the indicator is slow to respond to the recorded changes. Current lags behind voltage.

Question 5: What do you mean by biology lag in senior high school? It means viscosity.

I hope I can help you and adopt it.

Question 6: What is hysteresis? It can be seen from the image that the larvae first increase and then decrease, while the length of pine needles first decreases and then increases, so the influence of larval feeding on the length of pine needles is lagging.

Question 7: Examples of supporting lagging education The content of education always lags behind the development level of productivity and science and technology.

The level of productive forces is the material basis for the development of education, and it is also proposed that education should adapt to certain productive forces.

Requirements. On the one hand, education needs necessary material input, including manpower, material resources and financial resources.

When the economy develops to a certain level, the investment it can provide for education also reaches a certain level. On the other hand, when the economy develops to a certain extent, it will put forward corresponding requirements for education to meet the demand for talents in economic development.

(A) the level of productivity determines the scale and speed of education.

The development level of productive forces has a direct impact on the scale and speed of education development and plays a decisive role in the end. This is because: first, the level of productivity development determines the amount of surplus labor that a society can provide.

Quantity. This surplus labor force is directly related to the population who may be educated and educated in society.

Second, the development level of productive forces directly restricts a country's ability to pay for education.

The ability to pay is not only reflected in the absolute value of education funds, but also in the education funds in the gross national income.

In proportion. The amount of educational funds directly affects the scale and speed of educational development. Third, production.

The development of power not only provides material entities and possibilities for the development of education, but also promotes the development of education.

Out of necessity. This need is reflected in two aspects: on the one hand, society requires education to provide it with sufficient quantity.

Quantity and quality of human resources; On the other hand, the social individual's demand for culture and education also follows the productive forces.

More and more improvement. Constantly meeting the growing cultural and educational needs of society and individuals is an important driving force for educational development.

Education needs some manpower, material resources and money.

Force. Therefore, the scale and speed of any social education development must depend on two conditions: on the one hand, the production of material materials can provide the material basis for the development of education.

Foundation, that is, how many working-age people can be provided, how many social surplus products, and how many spare time can be engaged in learning.

And how much can be used for educational activities in the form of educational funds; On the other hand, it is health.

The demand for labor force by productivity development and social reproduction, including the total amount of labor force needed and the proportion of various labor forces, respectively determines the scale and speed of the whole education development and the education system and structure.

Generally speaking, the economic development level of a country is directly related to its illiteracy rate, enrollment rate, years of compulsory education popularization and the development level of higher education. Judging from the course of world education development, the first industrial revolution

After birth, the requirement of universal primary education was put forward; After the second industrial revolution, primary and secondary education was popularized.

The request is made; After the third industrial revolution, the requirement of popularizing senior secondary education was put forward; After the information revolution, the requirement of popularization of higher education is put forward.

(2) The level of productive forces restricts the change of educational structure.

Educational structure usually refers to the combination and proportion of different types and levels of schools, including basic education, vocational and technical education, higher education and adult education. The development level of social productive forces and on this basis

The formed socio-economic structure restricts the educational structure. The development of productive forces constantly leads to industrial structure and technical knot.

With the change of structure, consumption structure and distribution structure, the educational structure will also change. such as

The proportional relationship between universities, secondary schools and primary schools, the relationship between ordinary secondary schools and vocational secondary schools, and the relationship between full-time schools and social education.

Relationship, the proportional relationship between different levels, different majors and different disciplines in colleges and universities, must have a certain degree of correlation.

Adapt to the development level of social productive forces. Otherwise, there will be an imbalance in the proportion of education structure, and the talents trained by education cannot meet the social and economic requirements.

The problem is still a surplus of talents.

The level of productivity limits the content and means of education.

From the point of view that the development level of productive forces restricts the content of education, the development of productive forces and the progress of science and technology,

Promote the growth of knowledge with geometric progression, and promote the continuous progress of people's cognitive ability and thinking level.

And promote the continuous improvement and updating of the school curriculum structure and content. /kloc-in the middle of 0/9th century, Spencer, a British educational thinker.

According to the industry requirements of social and economic development at that time and his views on the classification of scientific knowledge, Sese put forward a set of systematic curriculum theory, which is practical for science and education in Britain and Europe. & gt

Question 8: Does the content of education always lag behind the development level of productivity and science and technology? As a social phenomenon, education has been linked with the production process of human material materials from the beginning. With the development of society and the improvement of human material level, the relationship between education and human material production is getting closer and closer. On the one hand, economic development provides better and better material conditions for the development of education, and the requirements for education are getting higher and higher; On the other hand, the role of education in promoting economic development is becoming more and more obvious.

First, the decisive role of productive forces in education.

The level of productive forces is the material basis for the development of education, and it also puts forward the requirements for education to adapt to certain productive forces. On the one hand, education needs necessary material input, including manpower, material resources and financial resources. When the economy develops to a certain level, the investment it can provide for education also reaches a certain level. On the other hand, when the economy develops to a certain extent, it will put forward corresponding requirements for education to meet the demand for talents in economic development.

(A) the level of productivity determines the scale and speed of education.

The development level of productive forces has a direct impact on the scale and speed of education development and plays a decisive role in the end. This is because: first, the level of productivity development determines the amount of surplus labor that a society can provide. This surplus labor force is directly related to the population who may be educated and educated in society. Secondly, the development level of productive forces directly restricts a country's ability to pay for education funds, which is not only reflected in the absolute value of education funds, but also in the proportion of education funds to gross national income. The amount of educational funds directly affects the scale and speed of educational development. Third, the development of productive forces not only provides material entities and possibilities for the development of education, but also puts forward needs for the development of education. This need is reflected in two aspects: on the one hand, society requires education to provide it with sufficient quantity and quality of human resources; On the other hand, the demand of social individuals for culture and education also increases with the improvement of productivity. Constantly meeting the growing cultural and educational needs of society and individuals is an important driving force for educational development.

Education needs some manpower, material resources and financial resources. Therefore, the scale and speed of any social education development must depend on two conditions: on the one hand, the production of material materials can provide the material basis for the development of education, that is, how many working-age people can be provided, how many social surplus products can be provided, how much spare time can be spent on learning, and how many conditions can be used for educational activities in the form of educational funds; On the other hand, the demand for labor force by productivity development and social reproduction, including the total labor force required and the proportion of various labor forces, respectively determine the scale, speed, system and structure of the whole education development.

Generally speaking, the economic development level of a country is directly related to its illiteracy rate, enrollment rate, years of compulsory education popularization and the development level of higher education. Judging from the development of education in the world, after the first industrial revolution, the requirement of universal primary education was put forward; After the second industrial revolution, the requirement of popularizing primary and secondary education was put forward; After the third industrial revolution, the requirement of popularizing senior secondary education was put forward; After the information revolution, the requirement of popularization of higher education is put forward.

(2) The level of productive forces restricts the change of educational structure.

Educational structure usually refers to the combination and proportion of different types and levels of schools, including basic education, vocational and technical education, higher education and adult education. The development level of social productive forces and the socio-economic structure formed on this basis restrict the educational structure. The development of productive forces constantly causes changes in industrial structure, technical structure, consumption structure and distribution structure, and correspondingly, the educational structure will also undergo new changes. For example, the proportional relationship between universities and secondary schools and primary schools, the relationship between ordinary secondary schools and vocational secondary schools, the relationship between full-time schools and social education, and the proportional relationship between different levels, different majors and different disciplines of colleges and universities should be adapted to a certain level of social productivity development. Otherwise, there will be an imbalance in the proportion of education structure, and the talents trained by education cannot meet the social and economic requirements.

The problem is still a surplus of talents.

Question 9: What does blindness mean? No clear goal, no direction. Close your eyes and explore.

Question 10: What are the antonyms of "thinking behind" and thinking ahead?