The definition of education

The definition of education, the definition of art education Education is the whole process of cultivating a new generation to engage in social life, and it is also the key link to inherit and carry forward the production experience of human society, mainly referring to the process of cultivating school-age children, teenagers and young people. Broadly speaking, all activities that enhance people's knowledge and skills and affect people's ideology and morality are education. Education in a narrow sense mainly refers to school education, which means that educators exert purposeful, planned and organized influence on the body and mind of the educated according to the requirements of a certain society (or class) and cultivate them into people needed by a certain society (or class). Types include formal education, adult education, technical education, special education and lifelong education.

Definition of comprehensive education

Comprehensive educational knowledge refers to all kinds of educational knowledge that should be possessed. The comprehensive knowledge of education includes pedagogy, psychology and educational psychology, as well as teachers' abilities and professional knowledge. On the other hand, it includes three parts: 1, education and teaching theory, policies and regulations. 2. Teaching methods and teaching material analysis. 3. Knowledge in the textbook.

Definition of traditional education Traditional education is a school of education opposite to modern education.

① refers to the educational theory and teaching mode of German educator Herbart and his school. The teaching process is divided into four stages: clarity, association, system and method. Later, Ryan divided the original first stage into two stages and developed it into five stages: preparation, prompt, association, generalization and application. The period of 65438+the second half of 2009 spread widely and had a great influence on education in Europe and America. It was introduced to China in the early 20th century. This school attaches importance to classroom teaching, the leading role of teachers and the teaching of systematic scientific knowledge. Traditional educational schools also have conservative and outdated aspects.

② Generally refers to the popular and influential educational ideas, systems and methods formed in a certain historical period.

The definition of network education The most popular definition of network education is that schools carry out teaching activities through the network and students learn through the network.

Provide educational services to the society through modern networks.

Network education is a major innovation in the field of education and a brand-new educational model. Network education is a new interactive network education mode with learners as the main body, computer technology, multimedia technology, communication technology and the Internet as the main teaching means and media, and combining image, text, animation and audio-visual technology. Through modern communication network, we provide rich educational services to the society, including academic education and non-academic education.

The definition of quality education is: based on the actual needs of human development and social development, with the fundamental purpose of comprehensively improving the basic quality of all students, respecting students' personality, paying attention to developing people's physical and mental potential, and paying attention to forming a sound personality. Quality education is the education to train higher animals with basic human form into real people with basic human qualities.

Quality education refers to an educational model aimed at improving the quality of the educated in all aspects. It attaches importance to people's ideological and moral quality, ability training, personality development, physical health and mental health education. Quality education and exam-oriented education are corresponding, but they are not absolutely opposite concepts, because they are not antonyms in meaning.

What is the definition of preschool education? Preschool education is a comprehensive subject. To enter the field of preschool education, we must experience the double experience of books and practice, the double practice of technology and art, and the double accumulation of thoughts and experience. You should take philosophy and psychology, human physiological anatomy and brain science as the stepping stones of preschool education, and then learn the basic concepts about children's development and education, so as to enter a more specific level and learn how to implement education according to children's characteristics in language, society, science, art and body. You also need to learn children's games, children's literature and other courses. If you want to be an administrator or curriculum developer of preschool education institutions in the future, there are also corresponding elective courses to support you. While studying theory, we attach great importance to practical teaching. From artistic practice to the training of scientific research methods, from teaching practice to scientific research practice, there is strict and perfect management.

Definition of health education: health refers to a state of good physical, psychological and social adaptation, not just not getting sick or being strong.

Health education-through planned, organized and systematic social education activities, people can consciously adopt healthy behaviors and lifestyles, eliminate or reduce risk factors affecting health, prevent diseases, promote health, improve quality of life and evaluate the effect of education. The core of health education is to educate people to establish health awareness, urge people to change unhealthy behavior lifestyle and develop good behavior lifestyle, so as to reduce or eliminate risk factors affecting health. Through health education, we can help people understand which behaviors affect their health and consciously choose healthy behaviors and lifestyles.

Definition of Aesthetic Education Aesthetic Education

Just as "aesthetics" and "art" are not always the same concepts in the history of aesthetics, "aesthetic education" and "art education" are not always the same concepts in the history of education. Originally, the so-called aesthetic education (aesthetic education) refers to achieving a perfect and harmonious personality and perfect aesthetic virtue as human ideals through aesthetic activities and the subsequent cultivation of aesthetic ability, which belongs to moral education in a broad sense. In this case, as long as art is recognized as the representative of aesthetic value and even beautiful culture, aesthetic education can be carried out through art, so that aesthetic education can be truly realized as art education. In ancient Greece, ethical beauty ※ ideal, which is the goal of cultivating people, was widely advocated, and the courses of family education and school education for free people were also organized according to the goal of embodying integrity and harmony. But here, beauty and art generally don't cover each other, especially in Plato's thought. Love of beauty (Ф l λ ο κ α λ ο s) and love of knowledge (Ф l λ ο σ φ1α) are both ways to reach the ultimate truth in the world, and art is imitative and infectious because it is far from ideas. In his Republic, all artists except some musicians are in danger of being exiled. In short, from this perspective, ethical beauty, even if it is the concept of aesthetic education, can not be the concept of art education.

After being buried for a long time in the religious era of the Middle Ages, with the revival of humanism, this concept of people who create aesthetics, which is associated with ethical beauty, became the "soul of beauty" at the turn of 16- 17 century, showing new development. Shaftesbury, Rousseau and Golde all added new contents to this thought. In their works, we can often see the ideal of harmonious personality and the intention to approach this ideal through the cultivation of moral emotion and aesthetic virtue. Finally, "Schiller enriched the idea of" the soul of beauty "through the idea of" complete humanity "based on the harmony between rationality and sensibility, and at the same time advocated the so-called aesthetic education theory on the basis of this idea and with the background of classical artistic consciousness. In this way, aesthetic education began to be clearly defined in theory, and at the same time, it also established an introverted relationship with art education.

This aesthetic education thought appeared in Schiller's Aesthetic Education Letters (Uber Dieastitsche Erziehung des Menschen, Ineiner Reihe Vonbriefen, 1795). Its core is roughly as follows: we human beings are driven by the dual opposing impulses of bringing our inner inevitability into reality and making our outer reality obey the law of inevitability. The former is the "Sach Trieb" naturally produced by human's sensibility, which puts people under the limitation of time, humanizes people and binds the spirit of striving for improvement to the functional world. The latter is a kind of "formal trieb" naturally generated from human reason, which makes people tend to be free and tries to bring harmony to various phenomena. It is the task of education to return to the natural unity of human beings by sublating this extreme and fundamental opposition. Its activities are twofold: the first is to protect emotions from the interference of freedom, and the second is to ensure that personality is not infringed by sensory forces. Education realizes the former by cultivating emotional ability and the latter by cultivating rational ability. In this way, there are two kinds of impulsive harmony problems and problems that people can only solve after their survival is completed. It is a "concept of human nature" in the original sense, and it is an infinite thing. People can get closer and closer to it, but they will never arrive. However, if people feel their existence when they are aware of freedom and know the meaning of the spirit when they feel that they are things, then they will have a complete intuition about human nature and help to express the objects he has endowed with intuition as infinite objects. What really makes this experience possible is a new impulse formed among human beings, that is, "Spiegel Trieb".

Subjectively, material impulse excludes all self-initiative and freedom, subjectively forms impulse, and excludes all dependence and passivity. Free exclusion is material inevitability, while passive exclusion is moral inevitability. The combination of these two impulses and the game impulse between them make people free both materially and morally. Generally speaking, the object of material impulse is life in the broadest sense, the object of formal impulse is form, and the object of game impulse is "Lebender Gestalt". Moreover, only this concept of "living form" can show the characteristics, rapidity, goodness and completeness of the so-called beauty, which is only serious to people and the so-called beauty is the object of people's game. Man is a "complete man" only when he is playing. Therefore, beauty can be called the second creator compared with the original creator of human beings.

However, on the whole, it can be said that people's state has not developed to the sign of human nature, that is, the love for illusion and the yearning for games. Only indifference to reality and interest in illusion are the real expansion of human nature and the decisive step towards culture. As soon as the game impulse that delights in illusion is active, the imitation impulse that takes illusion as an independent object will follow. In short, the ability to imitate art is endowed with formal ability. Therefore, man is bound to exercise his dominant rights in illusion. Therefore, the more independent the form, the more the kingdom of beauty expands. In this way, asthetischerBildungstried established a third kingdom of games and fantasies, that is, a kingdom of freedom and beauty, a kingdom against violence and morality.

In this way, Schiller raised the aesthetic principle to the height of universal ideal formation and virtue cultivation in the broadest sense. Later, Herbart raised the basic principle of education to aesthetic ethics. In Herbart's view, relative theoretical philosophy studies the reality of things, while practical philosophy, namely ethics, studies its general value judgment. Therefore, as a moral interest theory, it can be attributed to aesthetics. ※. Aesthetics is to grasp the simple relationship between things that cause satisfaction or dissatisfaction in all value judgments. Theories about various forms and techniques of art, such as harmony and perspective, are typical theories of this kind of aesthetics. The "practical concept" of ethics stipulated in this aesthetics, that is, the simple relationship of will, is inherent freedom, integrity, goodwill, justice and fairness. In this goal setting, pedagogy with ethics (psychology as its means) as its basic subject is guided by these ideas, and its specific topics are three directions: guidance (Regierung), teaching (Unterricht) and training (Zucht). Therefore, as the moral character stipulated by these concepts, the harmony of people is the whole content of education only on the basis of forming a wide range of interests. Herbart's viewpoint is based on the so-called formal aesthetics and realistic aesthetics which are completely different from Schiller's, but it also contains the idea of aesthetic education.

Therefore, Schiller and Herbart's concept of aesthetic education is based on the clear connection with art education. With the development of educational thought and education movement in European countries, it eventually developed into art education in theory and practice. At the same time, aesthetic education initially emphasized moral education in a broad sense, that is, the significance of cultivating ideal and harmonious people, and now it is gradually replaced by the significance of social education and vocational education (special education) that is beneficial to national society and artistic culture. For example, in France, Alfred foyle (1838- 19 12), undersea Pingdingshan and others discovered the power of human evolution and the role of society, so they attached importance to the significance of aesthetic education and even art education in culture and society. In addition, in Britain, Ruskin, Morris and others, in Germany, Langeben and K. Langer think that the improvement of aesthetic taste and artistic production is an indispensable foundation for the development of national culture and social life, so they launched the art education movement, which all illustrates the above situation. Especially in Germany's art education thought, even Dresden's thought appeared. He warned that aesthetic education, which specializes in cultivating aesthetic appreciation ability, is in danger of falling into aestheticism, so art education should be based on the principle of "art is creativity". In a word, it can be said that the emphasis on individuality and creative opportunities is the characteristic of modern art education thought. For modern aesthetic education, please refer to On Aesthetic Education.