Shi Zhongying et al.: From "Simultaneous Development of Five Educations" to "Integration of Five Educations": Connotation, Rationality and Realization Path
Education powerhouse
★★★★★
As important policy concepts for the reform and development of education and teaching in mainland China in the new era, the "simultaneous development of five educations" and "integration of five educations" are not only different but also interrelated. The "simultaneous development of five educations" is mainly aimed at the "comprehensive development of the education system", emphasizing comprehensiveness and integrity, while the "integration of five educations" is mainly aimed at the "comprehensive development of education mechanisms and methods", emphasizing integration and organicness. From the perspective of policy logic, academic logic and practical logic, from "simultaneous development of five educations" to "integration of five educations" is the need to implement the party's education policy and relevant major policies in the new era, it is an objective requirement to follow the law of physical and mental development and education of adolescents and promote the all-round development of young students, and it is also an urgent need to solve the practical problems of "education crowding" and "curriculum crowding" in schools. On the basis of realizing the "simultaneous development of five educations", it is necessary to adopt systematic thinking, change the concept of education, and strengthen the top-level design; improve the awareness and ability of teachers of "integration of five educations", strengthen the identity of "educators" and "life mentors", build a school evaluation system that guides and points to the "integration of five educations", and take personality education and socialist core values education as a bridge and link of "integration of five educations", so as to improve the effectiveness of "integration of five educations" education.
Since General Secretary Xi Jinping proposed at the 2018 National Education Conference that "we should strive to build an education system that cultivates morality, intelligence, physical fitness, aesthetics, and labor in an all-round way", large, medium and primary schools across the country have been carrying out practical exploration based on the concept of "simultaneous development of five educations", and have carried out a series of changes from goal setting, curriculum setting, teaching form, teaching evaluation to teacher training, teaching and research organization, and school organization and institutional setting. At the same time, with the continuous advancement of the exploration of the "simultaneous development of five educations" education model, some questions worth thinking about have emerged in practice: How to allocate the class time of each education class under the condition that the total class time of the school is fixed? Where do the teachers of the labor class come from? How to develop the curriculum resources of physical education, aesthetic education, and labor education? Should all education take the path of specialization and specialization? Should all education have its own evaluation index system? These problems have caused a lot of trouble to schools, and the deep-seated problem behind them is: In the process of implementing the party's education policy for all-round development, how should we correctly understand and handle the relationship between the "five educations"? Of course, the goals, paths, and methods of the "five educations" are different, and this is the direct reason for proposing and advocating the "simultaneous development of the five educations." At present, there have been proposals in the educational circles on moving from "simultaneous development of five educations" to "integration of five educations," but the analysis and argumentation in academic theory are not clear and sufficient. The purpose of this paper is to clarify the connotation and relationship between the "simultaneous development of five educations" and the "integration of five educations", and to analyze the rationality of the transition from "simultaneous development of five educations" to "integration of five educations", and to provide directional suggestions for how to promote the integration of five educations in schools at all levels.
First, the connotation of "simultaneous development of five educations" and "integration of five educations".
As early as 1912, Cai Yuanpei put forward the concept of "five education" in the "Opinions on New Education", that is, military and national education, utilitarian education, moral education, world view education, and aesthetic education, emphasizing that "the five are all those that cannot be abandoned in today's education." However, the "five educations" he talked about here do not correspond to the "five educations" we talk about today, and there is no direct inheritance relationship between the two. The "five educations" we are mentioning now should first come from Mao Zedong's "three educations" of "moral education, intellectual education, and physical education" put forward at the 11th (enlarged) meeting of the Supreme State Council in 1957. At that time, he proposed, "Our educational policy should enable the educated to develop in moral, intellectual, and physical education and become educated workers with socialist consciousness." Since then, the "three educations" have become a basic part of the Party's education policy on all-round development education until the end of the 20th century. In 1999, the Central Committee of the Communist Party of China and the State Council issued the "Decision on Deepening Educational Reform and Comprehensively Promoting Quality Education", which clearly pointed out that "to cultivate builders and successors of the socialist cause who are 'idealistic, moral, educated, and disciplined' and who have all-round development in morality, intelligence, physical fitness, and aesthetics", and that the implementation of quality education "must organically unify moral, intellectual, physical, and aesthetic education in all aspects of educational activities." Since then, aesthetic education has become an integral part of the mainland's all-round development education, and the components of all-round development education have been expanded from "three educations" to "four educations". Nearly 20 years later, General Secretary Xi Jinping pointed out at the 2018 National Education Conference that "it is necessary to cultivate socialist builders and successors with all-round development of morality, intelligence, physical fitness, aesthetics and labor", clearly incorporated "labor education" into all-round development education, and further expanded from "four educations" to "five educations", established the general expression and universal requirements of the quality structure of talents to be cultivated in education in the new era, and stipulated the specific target areas of talent training.
How to understand and grasp the relationship between the "five educations" is an important theoretical and practical issue in the new era. The earliest proposition put forward in the field of education is "simultaneous development of five educations". In 2019, the "Opinions of the Central Committee of the Communist Party of China and the State Council on Deepening the Reform of Education and Teaching and Comprehensively Improving the Quality of Compulsory Education" clearly stated that "adhere to the simultaneous development of 'five educations' and comprehensively develop quality education". Liu Qingchang believes that the "simultaneous development of five educations" focuses on emphasizing the completeness, comprehensiveness, and equal importance of all-round development education, which means that schools should "raise the five kinds of educational activities at the same time, in no particular order." Du Jingyuan and others also believe that the "simultaneous development of five educations" refers to the simultaneous development of moral, intellectual, physical, aesthetic and labor education, each education is equal in status, unique in function, and has the value of independent existence. On the whole, the connotation of "five educations" first refers to the "five educations" are important and cannot be abandoned, emphasizing the comprehensiveness, equality and relative independence of the "five educations", especially referring to overcoming the problems of only grasping intellectual education, virtualizing moral education, ignoring physical education and aesthetic education, and lacking labor education in the past work. In this regard, there is a relatively high degree of consensus in both academic and practical circles.
While grasping the above gist of the "simultaneous development of five educations", some researchers have expressed their own concerns about the problems that may arise in theory and practice of the "simultaneous development of five educations". Tong Hongliang and Wu Yunpeng believe that there are four limitations in the formulation of "simultaneous development of five educations": First, the concept of "simultaneous education" has the default that "five educations" are five different types of educational activities, thus separating the "five educations"; second, there is a hidden danger of uneven development of the "five educations"; third, there is a lack of explanation of how the "five educations" activities develop and how to develop the path; fourth, the "simultaneous development" shows a state of completion or a static tendency to results, and the limits of understanding will lead to deviations in practice, such as the emergence of the "five educations." "Five skins", "five education, competitive development" and other phenomena. Of these four "limits," except for the second and third, which do not belong to the dangers posed by the idea of "simultaneous development of five educations" itself, the first and fourth are indeed possible. It is precisely because the two authors are aware of this danger that they put forward the idea of "moving from parallel to convergent". Shi Zhongying also believes that the "union" in the proposition of "simultaneous development of five educations" cannot be simply understood as the meaning of "juxtaposition" and "together", and also contains the meaning of "integration" and "penetration". "Simultaneous development of five educations" is not simply to do "addition" between the five educations, but to do "multiplication" between the five educations, so as to form the overall multiplier effect of the five educations. These understandings are all attempts to push the understanding of the "simultaneous development of five educations" to a new stage, that is, the stage of "integration of five educations".
At present, some people believe that there is no essential difference between "simultaneous development of five educations" and "integration of five educations", and some people also use these two concepts interchangeably. However, some scholars believe that it is inappropriate to simply equate these two concepts, and they give new meaning to the "integration of five educations". Feng Jianjun believes that the "integration of five educations" refers to the organic connection and interconnection between the "five educations", emphasizing the organic and coherent nature of "integration". Li Sen and Zheng Lan believe that the "integration of five educations" emphasizes the positive role of each education in the development of other educations, and seeks the overall generation of the content and literacy of the five educations through the transformation of the integration form, which represents a new educational concept, a new teaching strategy and a new educational ability. From the perspective of educational ecology, Ning Bentao looks at the "integration of five educations", gathers the "five educations" in students' courses and activities, and penetrates each other, so as to realize the generation of the overall "five educations", and finally points to the fundamental purpose of the all-round development of morality, intelligence, physical fitness, art and labor of students and educators, and on this basis, moves towards the "five educations and common beauty".
Generally speaking, as important policy concepts for the reform and development of education in mainland China in the new era, the "simultaneous development of five educations" and "integration of five educations" are different and cannot be confused, and they are also interrelated and cannot be separated and opposed. The "simultaneous development of five educations" mainly focuses on the "system problem of all-round development of education", solves the problem that "intellectual education" is dominated by one family, and other education is not valued and marginalized, and reconstructs and improves a new system of all-round development education. The "integration of five educations" mainly focuses on the "implementation mechanism and methods of comprehensive development of education", and promotes the organic integration and overall implementation of the "five educations" in view of the problems of isolation, competition and self-management of the "five educations" in practice. From this point of view, "simultaneous development of five educations" is a policy concept that focuses on the macro level, while "integration of five educations" is a policy concept that focuses on the micro level; "simultaneous development of five educations" is the basis and premise of "integration of five educations", and "integration of five educations" is the deepening and concretization of "simultaneous development of five educations", both of which are ultimately committed to the fundamental purpose of education to cultivate socialist builders and successors who are worthy of the great task of national rejuvenation and who have all-round development of morality, intelligence, physical fitness, aesthetics, and labor.
Second, the rationality of from "simultaneous development of five educations" to "integration of five educations".
In recent years, the domestic academic circles have paid attention to the difference between "simultaneous development of five educations" and "integration of five educations", and began to advocate the transition from "simultaneous development of five educations" to "integration of five educations". For example, Li Zhengtao and Wen Juan pointed out that from the "simultaneous development of five educations" to the "integration of five educations" has become the basic trend of China's educational reform and development in the new era, Tong Hongliang and Wu Yunpeng believe that the development of "five educations" should move from "reduction" thinking to "systematic" thinking, from "cultivating manpower" to "cultivating people", and solve the problems of fragmentation, partial waste and superposition of "five educations". However, according to the current research, the rationality of the transition from "simultaneous development of five educations" to "integration of five educations" has not been fully established, and further argumentation is needed. Therefore, we will demonstrate and clarify the rationality from "simultaneous development of five educations" to "integration of five educations" from three aspects: policy logic, academic logic and practical logic.
First of all, from the perspective of policy logic, from the "simultaneous development of five educations" to the "integration of five educations" is the need to implement the party's education policy and relevant major policies in the new era. Since the 2018 National Education Work Conference, the state has issued a series of policies to promote the effective implementation of the "five educations". In some implementation plans, the idea of "integration of five educations" has been put forward while emphasizing the "simultaneous development of five educations", thus providing a policy basis for the implementation of "simultaneous development of five educations" to the strengthening of "integration of five educations". For example, in 2019, the Central Committee of the Communist Party of China and the State Council issued the "Modernization of China's Education 2035", which clearly stated that "more attention should be paid to the all-round development of students, vigorously develop quality education, and promote the organic integration of moral, intellectual, physical, aesthetic and labor education". Here, the requirements of "organic integration of five educations" are clearly proposed, and the "organic integration of five educations" is regarded as a realistic path for the development of quality education. For example, in 2020, the Central Committee of the Communist Party of China and the State Council issued the "Opinions on Comprehensively Strengthening and Improving School Physical Education in the New Era", proposing that school physical education has a unique function for "cultivating students' patriotism, collectivism, socialist spirit and the will to strive for progress and tenacious struggle, and realizing the wisdom and dedication of sports", clearly pointing out the functions of physical education in terms of intellectual education, moral education, aesthetic education and even mental health education; It has the comprehensive educational value of cultivating morality, increasing intelligence, strengthening the body, and cultivating beauty". Obviously, these value goals of labor education also involve the realization of moral, intellectual, physical and aesthetic goals. Judging from the analysis of the above-mentioned policy texts, advocating from the "simultaneous development of five educations" to the "integration of five educations" today is indeed not only an academic proposition, but a task requirement of a national policy.
Secondly, from the perspective of academic logic, from the "simultaneous development of five educations" to the "integration of five educations" is an objective requirement to follow the laws of physical and mental development and education of adolescents. It is not difficult to understand that man is an organism in itself, and that human development is holistic, but when it comes to the cultivation process, people tend to forget this basic principle. Although human development can be divided into different fields, such as morality, intelligence, physique, aesthetics, and labor quality, this division is only theoretical, and it is for the convenience of understanding. In the actual process of human development, the development of various fields is not separated, but the development of one field will always have an impact on other fields, and the development of other fields is conditioned. There is a remarkable interconnectedness, interaction and wholeness between the various domains of human development. According to the above principles, the "five educations" that point to the all-round development of human beings are not completely independent of each other, still less are they separate from each other, but have a kind of correlation and interaction with each other, forming an organic whole. As far as intellectual education, physical education, aesthetic education and labor education are concerned, in the implementation process and goal achievement, it is not only to achieve the goals of cognitive development, physical improvement, aesthetic awareness and aesthetic ability improvement, and the cultivation of labor literacy without affecting other development areas. When talking about the educational value of sports, John Ma particularly emphasized the value of sports as a transfer, and emphasized the value of sports in terms of moral cultivation, character building, and social quality formation. Chen Baosheng also proposed that educators should strive to discover, infiltrate, and implement the "five educations" in the "one education", and at the same time, understand the "one education", grasp the "one education", and realize the "one education" in the "five educations". Advocating the integration of five educations on the basis of "simultaneous development of five educations" reflects the integrity of human development and the overall requirements of educational work, and is of great significance for overcoming the problems of simplifying, mechanically juxtaposing, and even rigidly separating different fields of human development and different components of all-round development education in practical work.
Thirdly, from the perspective of practical logic, from the "simultaneous development of five educations" to the "integration of five educations" is an urgent need to solve the practical problems of "education crowding" and "curriculum crowding" in schools. The party's education policy in the new era has been actively supported and warmly responded to by the majority of educators, and universities, primary and secondary schools are striving to improve the education system for the all-round development of morality, intelligence, physical fitness, aesthetics, and labor. At the same time, however, the problem of mechanically understanding the tasks of holistic development and the value of each education has arisen in many schools, viewing the work of each education in isolation and emphasizing them simply side by side. This can easily lead to the implementation of each education in the process of separate policies, mutual separation and mutual closure, resulting in the school's "five education" fragmentation, specialization, fragmentation and other problems. Since each education will put forward the requirements of human, financial and other resources in the implementation process, this action and logic of the implementation of the five educations will inevitably lead to the school's human resources, financial resources, space resources, etc. The proposal of "integration of five educations" is helpful to break the artificially set boundaries of "five educations", break the internal logical division of "five educations", the excessive decomposition of the goals of "five educations", and the segmentation of the process of "five educations" in educational practice, which can effectively prevent and solve the occurrence of the phenomenon of "education crowding" and "curriculum crowding" in schools to a certain extent, realize the rich educational value of each education and teaching activity in schools, and realize the multiplication effect of mutual generation and mutual promotion between the five educations.
3. The path from "simultaneous development of five educations" to "integration of five educations".
On the basis of realizing the "simultaneous development of five educations", it is not a matter of course and overnight, it is a specific and complex system engineering, which involves not only the change of understanding and concepts, but also the reform of school organization and education mechanism, as well as the improvement of teachers' professional ability and the reform of the school evaluation system, which requires continuous efforts.
First, we need to change our mindset. The majority of principals and teachers should start from the perspective of comprehensively implementing the party's education policy and implementing the fundamental task of cultivating morality, deeply understand the difference and connection between the "integration of five educations" and "simultaneous development of five educations", realize the necessity, importance and urgency of evolving from "simultaneous development of five educations" to "integration of five educations", attach importance to the "integration of five educations" in ideology and action, and deeply realize that the "integration of five educations" is the implementation of "simultaneous development of five educations" It is a practical mechanism for comprehensively implementing the party's education policy and the fundamental task of establishing morality and cultivating people, and it is the only way to cultivate socialist builders and successors who are worthy of the great task of national rejuvenation and develop morally, intellectually, physically, aesthetically, and laboriously in an all-round way.
Second, it is necessary to strengthen the top-level design. While attaching equal importance to the value of each education, a new relationship system between the "five educations" should be constructed that is vertically connected, horizontally connected, interpenetrated and mutually cooperative, and the formation of the practice system of "integration of the five educations" should be promoted. Specifically, from the perspective of the division of labor and cooperation among various departments of the school, the Moral Education Department should not only guide the moral education work, but also guide the teaching, management, cultural construction and other aspects of the work, and improve the implementation mechanism of "three comprehensive education". The Teaching Office (Curriculum Center) should not only study and guide teaching, but also study and guide how to break through the cognitivist teaching model and carry out teaching design and teaching evaluation from a more comprehensive value perspective. The aesthetic education center should not only study and guide how to implement aesthetic education through art education, but also study and guide how to implement subject aesthetic education, natural aesthetic education, and social aesthetic education. Labor education is not only the business of teachers of comprehensive practical technology courses, but also teachers of all disciplines should pay attention to and implement labor education in combination with the characteristics of their own disciplines.
Third, it is necessary to improve teachers' awareness and ability of "integration of five educations". The key to the "integration of five educations" lies in teachers. In the practice of "integration of five educations" education, teachers should change the traditional stereotype of the value of subject courses and the value prejudice of some non-subject courses, and justify the names of those courses that are considered to be "waste of (teaching) time" in the stereotype. In particular, teachers should break through the identity of "subject teachers" (physics teachers, chemistry teachers, Taoist teachers, etc.), strengthen the identity of "educators" and "life teachers", reverse the concept of "teaching subjects", and strengthen the concept of "educating people through disciplines". In terms of teaching and research, schools can support teachers to change the traditional organization of single-subject teaching and research, carry out interdisciplinary teaching and research according to the needs of education, and support teachers to develop integrated curriculum and interdisciplinary teaching. In addition, the school can also explore the typical experience of teachers in carrying out the "integration of five educations" in education and teaching, and deeply analyze the general significance of these typical experiences, and carry out school-based training activities of "integration of five educations", so as to strengthen the sensitivity, sense of responsibility and practical ability of teachers to implement the "integration of five educations".
Fourth, build a school evaluation system that guides the "integration of five educations". Educational evaluation is a key part of educational practice, and it has a significant guiding role in educational practice. In the process of further promoting the "simultaneous development of five educations" and the implementation of the "integration of five educations", if the school's evaluation system is still "only scores and only promotion", then it will be difficult or impossible to achieve the expected goals. Therefore, if schools want to accelerate the implementation from "simultaneous development of five educations" to "integration of five educations", they should build a school evaluation system pointing to the "integration of five educations". Specifically, first of all, it is necessary to promote the "integration of five educations" as an important evaluation dimension for schools to implement the fundamental task of establishing morality and cultivating people and improving the quality and level of running schools. Secondly, the standards of curriculum teaching evaluation and teachers' professional evaluation should be reformed to reflect the idea of "integration of five educations". For example, in the evaluation of subject teaching, the dimensions of "curriculum ideology and politics" and "subject aesthetic education" are added, and the comprehensive implementation of the five educations by teachers should be emphasized in the professional evaluation of teachers, so as to jump out of the evaluation logic of the discipline standard and strengthen the comprehensive evaluation of teachers' professional development. Thirdly, the objectives, content and methods of student evaluation should be reformed, and the image of "good students" should be reshaped under the guidance of "comprehensive and individualized development". At the same time, it is necessary to strengthen the development, integration and empowerment of school evaluation, and promote the virtuous circle of school evaluation and "integration of five educations".
Fifth, the education of personality and socialist core values should be regarded as a bridge and link for the integration of the five educations. Among the "five educations," there are not only goals and tasks that each focuses on, but also common goals and tasks, and this common goal and task is to cultivate and bring up socialist builders and successors who are worthy of the great task of national rejuvenation. Such a person has relatively distinct personality characteristics and can consciously carry forward and practice the core values of socialism. In terms of personality characteristics, since the 18th National Congress of the Communist Party of China, General Secretary Xi Jinping has made a rich and important exposition on the personality characteristics of young people who are worthy of the great task of national rejuvenation, such as "lofty ideals", "firm will", "love the party, love the motherland, love the people", "study diligently", "love labor", "unity and friendship", "not afraid of difficulties", "pure heart", "responsibility", etc. As far as the education of socialist core values is concerned, General Secretary Xi Jinping has made a systematic exposition, clearly proposing that educators should help young people buckle the first button in life, help them establish correct values from an early age, and be believers, disseminators and practitioners of socialist core values. Personality education and education on core socialist values are the general requirements for all educational activities, and any of the "five educations" should pay attention to cultivating young people's healthy and noble personality as well as their belief in core socialist values. In this sense, personality education and socialist core values education constitute a bridge and link to connect the "five educations", communicate the "five educations" and even integrate the "five educations", and also point out the direction for the in-depth implementation of the "five educations integration".
[Author: Shi Zhongying, Dong Yuxue, Qiu Mengzhen. Among them, Shi Zhongying is a member of the Chang'an Street Reading Club and the dean of the Institute of Education of Tsinghua University.
Note: Authorized to publish, this article has been selected and included in the "Chang'an Street Reading Club" theoretical learning platform (People's Daily, People's Political Consultative Conference Daily, Beijing Daily, Xinhuanet, CCTV, National Party Media Information Public Platform, Vision, Beijing Time, Surging Government Affairs, Phoenix News Client "Chang'an Street Reading Club" column synchronization), reprinting must be uniformly marked "Chang'an Street Reading Club" theoretical learning platform source and author.
Editor-in-charge: Qiu Shiyi, preliminary review: Cheng Ziqian, Chen Jiani, re-examination: Li Yufan
Chang'an Avenue live
In order to thoroughly study and implement the spirit of the 20th National Congress of the Communist Party of China, we are now jointly carrying out relevant party building reading and learning activities for the party schools (administrative colleges), cadre colleges, Marxist colleges, and new era civilization practice centers (institutes, stations) where the central and state organs, central enterprises, and provinces, cities, counties (districts) are located. Recently, with the approval of relevant departments, it has been officially agreed that the Standing Committee of the National People's Congress, the Central Commission for Discipline Inspection and the State Supervision Commission, the Organization Department of the Central Committee, the Working Committee of the Central Committee and State Organs, the National Development and Reform Commission, the Ministry of Human Resources and Social Security, the Ministry of Education, the Ministry of Finance, the Ministry of Housing and Urban-Rural Development, the China Securities Regulatory Commission, the State Administration for Market Regulation, the Central Committee of the Communist Youth League and other designated units have joined the "Chang'an Street Reading Club" Party Building Reading Cooperation Mechanism, and jointly undertook the "Chang'an Street Reading Club" series of reading and learning activities.