Characteristics of Zhao Zhongxin's Family Education Thought

Establish a family education theory with China characteristics.

Professor Zhao Zhongxin has a broad academic vision. He has a clear guiding ideology, which is to extensively absorb the family education experience created and accumulated by predecessors, and strive to make the past serve the present and foreign things serve China. He has a profound theoretical foundation of China ancient culture and historical materialism. This paper makes a systematic and in-depth study of ancient family education in China, and has edited and published such works as Family Instruction of China Famous Family, Family Instruction Book of Ancient and Modern Celebrities, Family Instruction Poems of Ancient and Modern Celebrities, Model of Ancient and Modern Fathers, Mother's Instrument of Ancient and Modern Family Education Cultural Revolution of Ancient and Modern Times, Family Education in China for 5,000 Years, Chinese prodigy and so on, resulting in important works at home and abroad. He also studied the experience and theory of foreign family education, published books on the history of foreign family education thoughts, such as Collected Works of Chinese and Foreign Family Education, Master's Ladder, Master's Key Step, and introduced advanced foreign family education thoughts and concepts, which provided valuable historical materials for theoretical researchers and rich reference books for teaching staff.

He paid special attention to the study of China's family education tradition. He believes that the cultural tradition of family education in China is a treasure house with rich storage, and those living things should be inherited and carried forward. Only in this way can our family education have China characteristics; Only by innovating on this basis can the theory be applied to the national conditions of China. Based on a large number of historical materials, Professor Zhao discussed the fine family education tradition in China. For example, we should attach importance to prenatal education, parents' personality cultivation and parents' setting an example, ideological and moral education and code of conduct training, teach children to govern their families first, and adhere to the principles of loving their children moderately, being strict and kind, paying equal attention to education, treating them equally, and teaching them in accordance with their aptitude. At the same time, he also criticized the dross in China's traditional family education, such as taking the "three cardinal guides and five permanents" as the core, generally implementing the feudal patriarchal clan system, instilling the idea that "everything is inferior, only learning is high" and being willing to know destiny, being wise and keeping in good health, and men are superior to women. Zhao Zhongxin sublated China's traditional concept of family education, and put forward three ideological foundations of modern family education: updating the standards for evaluating children, establishing a new parent-child relationship and establishing a new family education model. He said: "At present, China is carrying out reform and opening up. An open society puts forward new requirements for family education. Only when family education is truly open can it better serve the reform and opening up, and the trained talents can adapt to and be based on an open society. " Train mentors to guide two teams. Professor Zhao Zhongxin is good at learning and thinking, and has a profound theoretical foundation. Before focusing on the theoretical research of family education, he presided over a number of provincial and ministerial scientific research projects, covering a wide range of educational disciplines. During the sixth five-year plan period, he participated in the experimental research on the reform of secondary education system; During the Seventh Five-Year Plan period, he participated in and presided over the Teachers Law of China and the Basic Law of China Education drafted by the State Education Commission and the National Education Federation. The research of these topics laid a rich foundation for his later theoretical research on family education. Zhao Zhongxin is the founder of contemporary family education. He has done a lot of basic work for the discipline construction of family education, constructed the basic framework of discipline construction, and made outstanding contributions to promoting the development of basic theory of family education.

In addition to theoretical research, Professor Zhao Zhongxin has also trained graduate students, visiting scholars and advanced teachers. He has been invited by the Ministry of Education, the Central Committee of the Communist Youth League, the All-China Women's Federation and various academic organizations for many times to give lectures to principals, teachers, league cadres, women's Federation workers, journalists, editors and other personnel engaged in family education research, teaching, counseling and publicity, and has trained and trained a large number of full-time and part-time personnel for family education guidance.

Zhao Zhongxin is a professional scholar engaged in theoretical research, but he has always given rational care to the practical problems faced by the public. He not only undertakes research and teaching tasks, but also often goes to face-to-face exchanges and lectures with parents all over the country, and holds parent schools in popular science magazines to answer practical problems encountered by parents in the process of educating their children. Over the past 20 years, Mr. Zhao Zhongxin has given more than 500 lectures in more than 50 cities in more than 20 provinces and cities across the country, with hundreds of thousands of listeners. His lectures and articles on popular science are simple, informative, vivid, convincing and thought-provoking. He tries to guide parents to think about their children's education with an educational mind, which has produced good social benefits and made great contributions to the cause of popular science in family education. For family education, public opinion should take the essence from the rough, discard the false and keep the true.

As predicted by Zhao Zhongxin's initial choice of family education research direction, family education has been widely concerned by the society for 10 years, and the demand for family education guidance has become increasingly strong. In order to meet the needs of society, many theoretical workers, practical workers and enthusiastic people from all walks of life have paid enthusiastic attention to family education and devoted themselves to theoretical research and scientific popularization. At the same time, many cultural businessmen are also eyeing parents and children. In this case, mud and sand are inevitable, and some seemingly scientific things are flooding the market. Faced with the so-called "new experience" and "new theory", many parents can't stand one-sided propaganda and blindly follow, and some family education has been led into misunderstanding. Faced with this situation, Professor Zhao Zhongxin was anxious. With a high sense of social responsibility and fearless spirit, he bravely stood up and told the truth, clearly showed the scientific truth of family education to the public, and guided parents out of the misunderstanding of education. Criticize the early educational determinism.

As parents pay more and more attention to their children's early education, the misunderstanding of early education is becoming more and more prominent. There is a trend that the earlier early education begins, the better. So there is a phenomenon that children are taught to read and calculate words soon after they are born, and children aged four or five are taught primary school textbooks. Zhao Zhongxin believes that this tendency to advance education and get quick success in society is not accidental, but the product of certain objective environment. On the one hand, the parents of the only child are impetuous, expect too much from their children, and have serious thoughts and emotions of quick success and instant benefit, which is called "early educational determinism"

Provides a hotbed of survival; On the other hand, some so-called "experts" irresponsibly advocate and exaggerate the role of advanced education and advanced intellectual development to cater to parents who are too eager for success. This is a very irresponsible misdirection. Professor Zhao Zhongxin clearly pointed out that early education is important, but "early education determinism" is unscientific. It exaggerates the role of early education and has no practical or theoretical basis. Premature "orientation" training and arbitrary implementation of advanced education can only create false advantages and cannot effectively improve the overall quality of children. On the other hand, it is not conducive to children's development, and even hurts children, which is not conducive to the improvement of the physical and mental quality of our whole nation. We should take a positive and cautious attitude towards early education and not act blindly. If you carry out advanced education at will, there will be endless troubles. Criticize the theory of artificial prodigy.

In recent years, through the mass media, some people have successively launched works or products to cultivate prodigies, such as plans, schemes, projects, actions, classrooms and cradles, boasting that they have "unveiled the mystery of prodigies", "all children are prodigies" and "let prodigies enter thousands of families". It seems that those people have set up a "factory" to make prodigies. Zhao Zhongxin said that this is completely advocating "modern superstition" and is a false advertising word that cannot be fulfilled at all. He pointed out that prodigies do exist in ancient and modern China and abroad, but the connotation and extension of the concept of "prodigy" cannot be generalized at will, let alone changed; Children trained through compulsory and predatory intellectual development cannot be called "prodigies". He pointed out: "Genius is not so much cultivated as discovered." Professor Zhao put forward a famous assertion: "prodigies cannot be copied." He hopes that parents who are still blindly dreaming "child prodigy dreams" under the encouragement of "child prodigy educators" will overcome impetuous psychology and unrealistic fantasies, get rid of superstition, wake up from their dreams and come back to reality. It is still necessary to treat children as ordinary children and cultivate, educate and cultivate them step by step. Don't be driven by the idea of quick success and instant benefit, just "drive the ducks to the shelves" and encourage them. It is still necessary to proceed from children's actual ability, do what they can, and step by step, so that children can master basic knowledge and basic abilities and practice basic skills on the basis of all-round development. Only in this way can there be "stamina" for development, and success and success are more likely. Critical IQ test fever.

The upsurge of measuring students' "IQ" in society has been constant. Zhao Zhongxin said that when intelligence test is not a commodity, but only a common means of medical diagnosis and educational scientific research, the examiner's explanation of the process and results of intelligence test can be practical and realistic, generally without water. However, after the intelligence test entered the market and became a commodity, driven by economic interests, in order to attract customers, some investigators' explanations were not so realistic. Like fortune tellers, they said that their findings were certain and accurate. However, some parents, because they don't know much about intelligence tests and IQ, are also convinced of the results of the tests and consider them "conclusive". He called on parents to treat IQ correctly. Although IQ is relatively stable, human intelligence is plastic. Especially children, under the influence of environment, education and practice, the possibility and degree of IQ change is greater. Timely scientific training, education and training, coupled with children's own efforts, IQ will be significantly improved; If scientific training, education and training are not carried out in time, and children themselves do not work hard, IQ will not only not improve, but even decline. Therefore, the result of intelligence test, especially when young, is not a "successful decision". It cannot determine a person's intellectual development level throughout his life. Professor Zhao reminds people that various new terms such as "financial quotient", "moral quotient", "health quotient" and "sex quotient" often appear in the media, and there is no conclusion in the academic circles, which obviously tends to be simple and vulgar, so it is better not to catch up with "fashion". Criticize the impetuous academic wind.

1999, The Discovery of Mother was published, which aroused widespread concern in society. The author said: "People were discovered in the 6th century, women in the 9th century, children in the 20th century and mothers in the 2nd century." He also said: "In the past, we only paid attention to teaching and learning, but neglected the cultivation and research of latent education. This is the biggest problem in our human education. " There are also some loose inferences, such as: "Mother is the primary productive force". Faced with these arbitrary conclusions, Zhao Zhongxin gave severe criticism. Professor Zhao pointed out that in China, there were records about mother education as early as Spring and Autumn Annals in Lu, New Works by Jia Yi, a political commentator in the Western Han Dynasty, and Da Dai by Dai Sheng. From the Tang and Song Dynasties to the Ming and Qing Dynasties, later generations wrote many biographies of women, such as continuation, expansion and spread. Without exception, Biography of Women has a mother instrument, which collects and introduces the deeds of hundreds of well-educated mothers in China feudal society. In modern society, there are many books about mother education in China. 193 1 year, Ouyang Pucun's Mother's Road was published by Zhonghua Book Company in Shanghai. 1935 Shanghai Women's Bookstore published Lu Ping's "Mother's Diary". 1945, Xiong Zhi's book Motherhood was published. 1946, mother education published by bookstore. 1948, Zhong Zheng Bookstore published Zhang Tianlin's Book of Chinese Mothers, and so on. 1942165438+1October 20th, Zhou Enlai published an article on "A Good Wife and a Good Mother" and spoke highly of the responsibilities of mothers. He said: "For the continuation of mankind and the prosperity of the nation, especially for the generations of our Chinese nation, we need to respect motherhood and advocate it." After the founding of People's Republic of China (PRC), the role of mother is still highly valued in China. During Children's Day (1958), Soong Ching Ling specially published an article "Say a few words to mother on Children's Day" in People's Daily. Regrettably, the self-proclaimed book Searching for Mother turned a deaf ear to the above historical materials, turned a blind eye and made no response. Facing the impetuous mood in academic circles, Professor Zhao Zhongxin advised young scholars: "We should adopt a realistic attitude in our study, don't forget our ancestors by counting the classics, and don't grandstand. Putting aside historical facts, it is ridiculous to insist that you' discovered' your mother. " This fully reflects Professor Zhao Zhongxin's concern and love for young scholars. Criticize the simplification and model of family education.

In response to the popular "appreciation education" at the ceremony, Zhao Zhongxin publicly spoke in the media: "Appreciation education has been over-publicized!" He said: "Appreciation education is not a scientific educational concept at all. Appreciation is at most a concrete educational method, not an educational idea. And it only applies to vulnerable groups and people who lack self-evaluation ability. An educational concept can only be formed after years, decades or even generations of practice, repeated experiments and repeated arguments. It is by no means that someone puts forward the' educational concept' as soon as they pat their heads. " He pointed out that in educating children and teenagers, educators have always advocated that what should be praised should be praised and what should be criticized should be criticized; Give priority to praise, supplemented by criticism; Praise should be realistic, criticism should respect the child's personality, and don't hurt the child's self-esteem. Those who advocate "appreciation education" only praise and forbid criticism, and advocate that praise can be "made out of nothing and infinitely exaggerated" regardless of the child's situation and performance. "You are great" and "You are the best child in the world" that you talk about all day are not education, but "coaxing children". Moreover, the word "appreciation" is a literary language rather than an academic language, and its original intention is to "recognize the talents or values of others and pay attention to or praise them"; And that kind of "exaggerated appreciation" regardless of age and actual situation fundamentally violates the original intention of "appreciation" and directly violates the educational principle of teaching students in accordance with their aptitude, which is totally grandstanding. It is misleading to sell "exaggerated appreciation" to parents as a panacea for educating children. In this way, it is bound to create trouble for children accustomed to "cheap appreciation" to enter the society in the future. Facts show that cheap "appreciation" without asking about the situation has long been resisted by teenagers with self-evaluation ability. It is a science with its basic internal laws to follow; Not everyone can play fancy games casually. In the face of the typical family education that has been heated up in the society in recent years, Professor Zhao reminds people: "Successful family education experience is precious, but any experience is limited and cannot be copied. Because every family and child is special. We should keep a clear head and a peaceful mind, and don't believe in the "deception" of some people with ulterior motives. People are the most complicated, and the process of educating people is complicated and cannot be simplified. Don't expect any omnipotent "tricks" and shortcuts; Still calm down, honestly learn some scientific knowledge of family education, and learn to think about children's education with an educational mind. "

In the era of reform and opening up, multiple values collide, the old values are questioned, and the new value system is not fully established. During this period, various specious concepts and theories inevitably appeared. Professor Zhao Zhongxin is like this. While building his academic career, he always pays attention to social hot spots and focal issues, criticizes academically with a keen and profound scholar's eye, promotes the scientific education view of dialectical materialism and historical materialism, and shows an educator's innovative spirit of keeping pace with the times and a high sense of social responsibility!