Ancient Education and Modern Education

Education in China was born in ancient times 6.5438+0.7 million years ago. In primitive society, an educational institution named "East" came into being, and "East" was originally a place for raising sheep. Later, it became a grain warehouse with the function of providing for the elderly, and later it had the function of caring for and educating young children. The development of national industry not only puts forward new requirements for workers in quantity, but also requires workers to be educated, have certain professional knowledge and skills and become skilled workers in machine management. In addition, in order to better manage production and operation enterprises, technical management talents in all aspects are also needed. At the same time, workers themselves have the desire to be educated and master knowledge. Therefore, the development of national industry puts forward new requirements for school education. It is hoped that the school can cultivate a certain number of professionals and a large number of labor reserve forces with certain vocational education and training to meet the needs of the national bourgeoisie in developing production and capitalism.

The old school system can no longer meet the needs of social development, especially the development of national industries. It is urgent to establish a new school system that suits the needs of the national bourgeoisie. At the same time, American educational ideas, educational methods and educational systems have also been imported into China in large quantities, and the establishment of a modern educational system has become an urgent voice in the educational field.

Tao Xingzhi's theory of "life education" was put forward under the banner of "democracy and science" during the May 4th Movement, on the basis of criticizing feudal traditional education and modern westernization education, and after understanding the current educational situation in China and engaging in educational practice. It is an educational reform movement to establish a civilian education system in semi-colonial and semi-feudal countries, and it is a useful exploration to establish China's modern education theory. Its connotation changes with the change of Tao Xingzhi's thought. 1936 spring thinks that "life education" has six characteristics: life, action, popularization, progress, cosmopolitanism and historical connection, thus pushing the theory of "life education" to a new stage.