Japan's post-war rise benefited from attaching importance to education and personnel training. Former Japanese Minister Araki Wanfu once pointed out: "From Meiji to today, China's social and economic development, especially the post-war economic development, is amazing and attracts worldwide attention. The important reason for this situation can be attributed to the popularization and development of education. " Schultz, a famous American development economist, said: "After the war, Japan's material capital stock almost disappeared, but an important part of its national wealth-people with knowledge level still exist in large numbers." The history of attaching importance to education in Japan can be traced back to the Meiji Restoration. As early as 1872, when the Meiji government promulgated the Learning Law, it put forward a very clear slogan in the Announcement of the Academic System, to achieve "no family in the city can learn, and no family can learn." Then, starting from 1886, the Meiji government announced the implementation of compulsory education throughout the country. After about 30 years of hard work, primary education has finally been popularized throughout the country. Moreover, in chronological order, Japan is also the first country in the world to popularize compulsory education nationwide, four years earlier than the United States and 10 years earlier than France. As former Japanese Prime Minister Fukuda Takeo said in a policy address: "People are the wealth of a country, and education is the foundation of national politics." This should be the root of the miracle of Japan's rise.
The rise of Japan after the war benefited from the pursuit of perfection and Excellence. Ji Tianmao is the most famous Japanese Prime Minister after the war. In his later years, he wrote "Hundred Years of Agitation" in passionate language, summarizing how the Japanese nation overcame difficulties, was far-sighted, enterprising, good at learning and pursued perfection. He said that the Japanese nation has a professional spirit of stopping at perfection. Unless you don't do it, you must do your best, which is deeply rooted in the blood of the Japanese nation. This is the main reason why Japan has been the second economic power in the world after the Meiji Restoration and the post-war economic miracle. Drucker, a master of management, said that there were three mentors for Japan's economic take-off after the war. The first tutor was Dodge, who taught the Japanese to develop the economy, first of all, to stabilize monetary finance and fix the exchange rate between the Japanese yen and the US dollar at 360 yen. The second tutor is Deming, the father of total quality management. Drucker said that quality management was invented by Americans, but it was the Japanese who applied it perfectly and realized it. The third tutor is Drucker himself. He taught the Japanese how to think about strategy and implement management by objectives. Drucker also has a profound study of Japanese cultural spirit. At the age of seventy, he was honored as a professor of Japanese art and culture at the University of Tokyo, and he was proud of it. Drucker and Ji Tianmao have the same idea. The second division believes that the real interest of the Japanese nation is the pursuit of perfection and perfection of professionalism. No matter what you do, you should strive for the best, focus on nothing and strive for perfection. Behind this spirit is an extremely humble learning attitude and an open mind that always absorbs the strengths of others. Akio Morita said: "The secret of Japanese enterprises' rapid progress in a short period of time lies in the fact that business operators always think that Japan lags behind others in all fields, thus creating a sense of urgency. They are willing to pretend to be European and American students, insist on paying tuition fees, learn business practices and attract new technologies. " "In Japan, people are constantly pursuing the improvement of efficiency and productivity, even for a simple tool like a screwdriver. From design to processing, it has been carefully thought out and studied. "
And China people resort to deceit, opportunism and deception. . . This is the general psychology in China today. Is there still a big gap compared with the Japanese professional spirit of pursuing perfection and Excellence? !
The real mystery of America's rise
The United States attached great importance to education as early as when it was a British colony. By 1775, the population of 13 British colony was only 2.6 million, but following the example of universities such as Oxford and Cambridge, nine colleges such as Harvard and Yale were established, and the educational environment was even better than that of Beijing today. Primary education in the colonial period was quite developed. Several northern colonies, represented by Massachusetts, paid special attention to universal education. 1647, the authorities issued a decree, stipulating that a town should have a primary school as long as there are 50 households, so town schools emerged in the north. This kind of local authorities' intervention in education has gone beyond the principle of running a school in the metropolitan country of England, and laid the advantage of national quality in one fell swoop!
In this world, there is hardly an educated person who doesn't know the American Declaration of Independence: "All men are created equal, and the creator endowed them with some inalienable rights, including life, liberty and the pursuit of happiness." When we listen to the greatest voice in human history with boiling blood, please don't forget that there is another great thing in the United States, that is, the Constitution advertises the cultivation of national citizens through education. In order to popularize education, they first adopted Lancaster tutorial system in Britain. 18 18 Lancaster himself was also invited to the United States to preach the tutorial system. British education can't meet the educational requirements of this new country. 1843, Horace? Horace Mann (then director of education in Massachusetts) visited Germany and introduced the teaching system in Prussia at that time. At the same time, he vigorously promoted the ideas of European educators such as Rousseau and Pestalozzi, and primary schools across the United States began to adopt the most advanced teaching system in Western Europe.
After the Civil War, American higher education developed faster, and there were more than 200 newly established universities in this period! While learning from the academic model in Europe at that time-Berlin University, John F? At 1876. Hopkins University, establishing a university research institute, devoted to advanced academic research; On the one hand, according to 186 1 and 1890, the Congress allocated land in various states to fund large-scale agricultural (industrial) industrial (art) colleges, and soon cultivated a large number of professionals suitable for industrial and agricultural development, from which the world-famous Massachusetts Institute of Technology and Cornell University came. When the College of Workers and Peasants was first established, it was once ridiculed as "Muniuwa College" because there were many poor students studying in it, and it was far ahead of Europe in the popularization of higher education. Facts have proved that the poor people's desire for wealth is much higher than that of rich children! This has created a group of high-knowledge talents who dare to take risks and innovate for the United States. When their desire for wealth was ignited, it was a volcano, a tsunami and the climax of the second industrial revolution!
After the civil war, the public middle school was originally a four-year comprehensive middle school, which required students to pursue further studies and obtain employment. At this time, the number of students has increased dramatically year by year, while the number of scholars preparing for promotion has decreased while the number of people preparing for employment has increased. Therefore, vocational preparation is gradually taken as the main responsibility, and the curriculum is changed accordingly, and natural science and practical subjects are strengthened, which is a remarkable feature of American middle schools. Public middle schools gradually take career preparation as their main responsibility, and the curriculum has changed accordingly, and natural science and practical subjects have been strengthened, which is a remarkable feature of American middle schools. Moreover, 1880 MIT founded an industrial middle school, and 1888 Minnesota founded an agricultural middle school. Since then, a large number of vocational middle schools have emerged. Europeans don't like vocational middle schools because of secular ideas, while Americans who believe that "all men are created equal" don't have this historical burden. Vocational middle schools have trained a group of industrialists and inventors, and the Wright brothers, the inventors of the first airplane, are one of them.
According to statistics, from 1870- 1940, the population of the United States tripled, while the number of middle school students increased by 90 times. The slogan at that time was: "Secondary education opens the door for all school-age youth". By 19 18, there were more than 20,000 high schools in the United States, while in China, a country with a population of1200 million, 198 had only a little more than10,000. It can be seen that the high efficiency, high technology and high output of the United States depend on science and technology and advanced education. Today, the method of basic education in the United States has been improved several times on the basis of Dewey's educational method. The slogan of education is "No Child Left Behind", and each state spends 40% of its tax revenue on education. In the 1980s, it monopolized about 70% of the patented inventions, won more than 70% of the Nobel Prize in Natural Science, and ranked first in the total number of Olympic medals.
"206 1 Plan" is a curriculum reform project for primary and secondary schools in 2 1 century, which was initiated by the American Association for the Advancement of Science in conjunction with the American Academy of Sciences, the Federal Ministry of Education and other 12 institutions. It represents the trend of curriculum and teaching reform in American basic education. To this end, the United States mobilized more than 800 scientists, entrepreneurs, teachers and educators from universities and primary and secondary schools to participate in this grand project to rebuild the wisdom of young people. They summed up the profound changes and future development trends in science, mathematics and technology after the war, absorbed the achievements of educational reform in the United States since the 1980s, and created new Americans in 2 1 century.
A country in peacetime is qualified to talk about who is the first!
Europe
The main representatives of the German Herbart School are Ziller (18 17- 1883), Stoj (18 15- 1885) and Rein (/kloc-0). Rein is a student of Ziller and Stoj. In the teaching stage, Rein mainly adopted Ziller's thought and put forward a clearer and more popular expression of "five-stage teaching method", namely "preparation", "prompt", "combination", "generalization" and "application", which laid the foundation for the teaching mode adopted by many countries in the world later.
Subjective educational thought emphasizes the systematic teaching of book knowledge and ignores the development of students' thinking ability. The formalization of teaching stage is increasingly affecting the improvement of teaching quality and has become a typical model of "traditional education". 1At the end of the 9th century and the beginning of the 20th century, many educators in Europe and America criticized the traditional educational theories and methods, which led to the "new education" movement in Europe and the "progressive education" movement in the United States.
People usually refer to the ideas such as new education, experimental education, free education, labor education, progressive education and pragmatic education that emerged in this stage as the theory of modern education. Among them, the pragmatic education thought represented by Dewey is the most systematic and complete educational theory system in the western educational thought system.
You can refer to this book:
History of foreign education course
Author: Wu Shiying
Publishing House: People's Education Publishing House
Release date: 1 August 1999 Version:1
I sb number: 7 107 12957 Page number: 804.
The end of 19 to the beginning of the 20th century is the formative stage of educational modernization. /kloc-in the second half of the 0/9th century, the second technological revolution appeared, and western countries accelerated the process of industrialization. The industrial revolution led to changes in social structure and lifestyle. Although different countries have different political background, ideology and cultural characteristics, they all face the same development theme: modernization and modernization; Education also has the same obstacles: formalistic traditional education is rigid, closed, narrow, passive, aristocratic, non-utilitarian and divorced from real life. If the traditional agricultural society is to be transformed into an industrial society, it must change the traditional education. 19 At the end of the 20th century, a large-scale educational innovation movement appeared in European and American countries, which attacked the system, content, methods and educational theory of traditional education from many aspects and devoted itself to establishing a new type of education that meets the social requirements. Industrialization and urbanization have also created conditions for the expansion of educational democratization, and educational modernization has officially begun. Its main features are:
(1) universal education, universal primary education;
(2) The focus of education has further shifted to caring for and respecting children and promoting their free development;
(3) In terms of curriculum, core courses have appeared; In teaching practice, it emphasizes the cultivation of children's active exploration and self-study ability;
(4) The relationship between teachers and students is more democratic and equal.
1At the end of the 9th century and the beginning of the 20th century, both Europe and America launched the "New Education Movement" or "New School Movement", and the discovery of life education and children's personality triggered a new educational revolution. In Germany and Japan, however, the new educational theory has only degenerated into civic education, and children have become "national children" on an unprecedented scale. In the United States, educator Dewey advocated a child-centered pedagogy theory, which laid the foundation of American education in the 20th century and had a far-reaching impact in the United States and even the world (Wang Kunqing's Anti-war and Reflection on Western Education in the 20th Century, Shanghai Education Press, May 2000,No. 1 version). However, in this "progressive education movement", children are only regarded as the objects of schools, not as members with moral sovereignty in all social and political life; It only emphasizes the educational responsibility of adults and the state to children, but ignores the political responsibility and moral responsibility to children. In fact, the progress of progressivism only strengthens the role of students, and children's subjectivity is still ignored. In this educational theory, children are still low-level animals without feelings, so in its view, there is no need to seriously consider children's views, let alone care about all their feelings. In other words, on the one hand, child-centrism caters to children, on the other hand, it is just disguised adult-centrism. Not only caters to children, but also realizes the self-care of adults.