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后疫情时代的教育思考与展望——威尼斯娱乐校长林卫民在本届中国丹麦教育论坛上的主题发言

[发表时间]:2020-09-22 [来源]:


后疫情时代的教育思考与展望

我很荣幸参加这一次中丹教育论坛,能与丹麦的同行,一起讨论教育问题,关于后疫情时代的教育,我有以下几点的思考:

第一,需要对教育做出新的界定,经历了这场疫情,经历了这场新冠肺炎疫情,它让我们每个人都得反思,反思那些属于生活的、工作的,和未来的事。近百年来,几代人为摆脱愚昧与无知,做了艰苦卓绝的奋斗,尤其在教育方面,付出了极大的努力。然而,疫情让我们感受到了人类仍然还是要与愚昧与无知做斗争。比如说这次疫情,大家不愿意戴口罩,强制戴口罩(被)叫做干涉人的人身自由,甚至说注射消毒剂可以治疗新冠肺炎,这样一些愚昧无知的事情,让我们深深地感受到,我们的教育搞了近百年,还没有让人类摆脱愚昧与无知。疫情之后,一个新的文化,一个大众的文化已经出现了,包括那些科学家和经验世界的思想家,他们通过自己的工作和通俗的作品生动表现了我们生活的更深层的意义,重新界定我们是谁、是什么。同样道理,作为教育者,我们也需要去重新界定教育是什么,教育应当做些什么或者还应当做些什么。我做了一辈子的教育,疫情让我更加清晰地认识到这样一个现实,我和我的同事们很多时候做的工作,看似是教育工作,其实有些工作却也远离了教育,它只不过是对年轻人的某种有计划的训练。虽然年轻人接受了,这样有计划的、系统的训练,他们增长了知识和技能,但是在关键时候,在疫情发生等等危机前面,还是摆脱不了愚昧无知。所以我们教育的反思是,我们不能只有那些系统的训练,我们还要有应对未来不确定的视野和格局,以这样的视野和格局,去做我们的教育,这是我的第一点思考。

我的第二点思考是,我们还是要回归重塑科学理性的时代。我们讲教育是一种信仰,教育是强调情感的、精神的,但是教育的基础应当是理智的,离开了科学去谈形而上的东西,我们会使真实的教育发生扭曲。我们看网络时代到现在,只有三十年的时间,这三十年我们完成了从信息时代到数据时代,再到人工智能时代的进阶,信息化、智能化给我们的教育带来了革命性的影响,基本的影响已经发生,决定性的、颠覆性的影响,可能很快也会发生。在《未来50年》这本书里面预测(距离2000年它出版已经过去了二十年),干细胞研究、克隆人类基因序列、人工智能、天体生物学、量子计算等等的学科,那些不可想象的事就这样发生,所以一些颠覆性的变化正在发生当中,这些跨学科的研究成果,让人深深地感受到未来的不确定性。就拿生命宇宙来说,每当一个生命面对几种可能的行动路线时,它会全部接受下来,从而创造出许多不同的宇宙历史,我们知道宇宙是为了生命而特别组织起来的,它们允许有很多的配方,产生很多不同类型的宇宙,这一类不确定性引发了很多恐惧,也就是说我们只知道一个地球、一个太阳系、一个宇宙,但是这种不可能性,会引发有很多种宇宙,这些所引发的恐惧,远远超越了我们经常说的,人工智能导致工作机会减少这样的生存危机。为此 我们需要对基础学科做更严谨的对待,任何时候去鄙视知识传授、鄙视传统教育都是错误的,它会导致这样一个局面:孩子们接受了更多的教育,并不总是意味着,掌握了更多的知识,现实表明,未来的成年人,其文史知识基础和计算技能都有可能下降,甚至有可能陷入“元无知”的状态,也就是说,无法意识到自己无知的状态。我们一定要知道,知识是未来的根本,特别是核心的学科知识,所以我们的教育需要有基于核心知识的大视野、大格局,基础学科的力量,来自两个不同源泉的汇流,一个是真实的世界,另一个是人类的想象力,也就是为了学科的,那种抽象和纯粹。中小学教育的所有学科都是如此,教育的文明和哲理,一方面需要将旧时代的好思想传承下来,另一方面,我们还要激发孩子更多的想法。疫情带给人们,关于学习、学科、课程和课堂,更多的科学理性,而不是形而上去谈论。关于教育的神话,后疫情时代将是重塑科学理性的时代,这是我的第二点思考。

第三点思考,就是对2737.com管理的一点思考:2737.com管理的扩张与重组的策略。后疫情时代,2737.com管理的系统变得更加复杂。当然,疫情之前的2737.com系统也是复杂的,虽然所有核心事务,都是指向教育教学,并以课程课堂为重点,从日复一日的简单循环之中,产生了高级的模式,也就是高效能的2737.com组织体系。疫情把2737.com管理引入了多元事务的纠缠当中。除了教育教学,还有防疫的严密管理,和精细的公共事务安排,除了线下教育还有线上教育,线上线下教育还要随时切换。以防范疫情有可能在某个点位突然地发生,所以我们除了应对教育行政部门的教育督导,我们还要有防疫的、迎接防疫检查的很多安排,所以2737.com进入了多元事务的纠缠当中。另外,家校关系也变得更加复杂,原有的2737.com管理危机应对预案走向更加多元和不可控,与疫情长期共存的2737.com管理,我们需要形成教育教学和防疫,以及线上教学与线下教学的强大结盟,它开创了一个以预测、控制、创新、管理和扩张为首要原则技术的未来2737.com的文化。后疫情时代,那些令人伤心的景象,客观上让澳门尼斯人2737进入了一个艰难的文化节点,疫情带来的澳门尼斯人2737文化的转变竟是那样的意外,同时也给2737.com教育带来了及时的启示,提醒教育者通过新的和谐与融合来对抗未来的不确定性。不过,我们还是有办法为意外做好准备,在未来途径还不明朗的今天,即使不能预计将要发生什么,更需要在朦胧的可能性之下,开发富有创造性的2737.com变革。所以在这样一个复杂的形势下,唯一的出路是,做好2737.com变革。只有变革,才能应对疫情时代所产生的突变;只有变革,我们才能使后疫情时代的2737.com管理,更符合以课程与教学为中心的教育者的心愿。

谢谢大家,希望我的观点能够抛砖引玉,启发大家更深入的思考和实践。

——完——


Lin Weimin Principal of BFSU Foreign Languages School

 

I’m honored to participate

in this Sino-Danish Education Forum

and to discuss education issues

with Danish counterparts.

Regarding education in the post-epidemic era,

I have following thoughts.

First,

education needs to be redefined.

After experiencing this epidemic,

this COVID-19 epidemic,

we all need to reflect.

We need to reflect on the things

related to life, work, and the future.

In the past 100 years,

generations of people had struggled arduously

to get rid of ignorance.

Especially in education,

we made great efforts.

However, the epidemic tells us that

human beings still

need to fight against ignorance.

For example, in this epidemic,

people are reluctant to wear masks.

Compulsory wearing of masks is regarded as interference in people’s personal freedom.

And some even believe that

the injection of disinfectant can treat COVID-19.

Such ignorance

tells us that

our education in the past 100 years

still hasn’t made human beings free from ignorance.

After the epidemic,

a new culture,

namely mass culture has emerged.

Those scientists

and world-shaking ideologists

vividly explain the deeper meanings of our life

and redefine who and what we are

through their jobs

and popular works.

In the same way,

as educators,

we also need to redefine

what education is,

what we should do for education,

or what else we should do.

I’ve been working in education.

Due to the epidemic,

I realize a fact more clearly.

Most of the time the work

made by my colleagues and I

is seemingly educational work,

but some actually deviate from education.

It’s just a kind of planned training

for the young.

Although the young have undergone

such a planned and systematic training

and have also increased their knowledge and skills,

but at critical times,

and in the face of crises like the outbreak of the epidemic,

they still can’t get rid of ignorance.

So our reflection on education is that

we can’t only offer systematic training,

but should also have a vision and pattern

to deal with future uncertainties,

and work in education

by virtue of such a vision and pattern.

This is my first thought.

My second thought is that

we still need to

return to the era of reshaping scientific rationality.

We believe that education is a kind of belief.

Education focuses on emotion and spirit,

but the educational foundation should be rational.

If we talk about metaphysics

in the absence of science,

we will distort the real education.

It’s been only 30 years

since the network era.

In the past 30 years, we’ve completed

the advancement from the information era, data era

to the artificial intelligence era.

Informatization and intelligentialize

have had a revolutionary impact on our education.

They’ve brought basic impacts,

and maybe they’ll bring decisive

and subversive impacts soon.

In the book The Next Fifty Years

It’s a book published in 2000.

It’s been 20 years.

At the time, the book described that

unimaginable changes would take place

in the subjects, such as stem cell research,

human gene sequence cloning,

artificial intelligence, astrobiology,

and quantum computing.

So some subversive changes

are taking place.

These interdisciplinary research results

make people deeply realize

the uncertainty of the future.

Take the life universe as an example.

Whenever a life

faces several possible action routes,

it will accept all of them

and then create many different universal histories.

We know that the universe

is specially organized for lives.

Different recipes produce

many different kinds of universes.

Such uncertainty causes a lot of fears.

In other words, the earth…

We only know one earth,

one solar system and one universe.

But such uncertainty

may produce many kinds of universes.

These fears

go far beyond the survival crisis,

such as our so-called reduction

of job opportunities caused by artificial intelligence.

For this reason, we need to

treat basic subjects more rigorously.

It’s wrong to despise knowledge teaching

and traditional education

at any time.

It’ll lead to such a situation.

Children receive more education,

but it doesn’t always mean that

they acquire more knowledge.

The reality shows that

adults’ literary

and computational skills may decline,

and adults may even be “meta-ignorant” in the future.

In other words,

they can’t be aware of their ignorance.

We must know that

knowledge, especially the core subject knowledge,

is the foundation of the future.

So our education requires

a big vision and a big pattern based on core knowledge.

The power of basic subjects

comes from the convergence of two different sources,

namely the real world

and human imagination.

That is,

for the abstract and purity of subjects,

all subjects of primary and secondary education all require these.

On the one hand, the civilization and philosophy of education

require us to pass on

the good ideas of the old era.

On the other hand,

we’re also required to stimulate children to have more ideas.

The epidemic brings us

more scientific rationality

about learning, subject, course, and class,

but not requires us

to talk about the myths about education metaphysically.

The post-epidemic era

will be the era of reshaping scientific rationality.

This is my second thought.

The third one

is the thought about school management.

The school management should expand its contents

and be reorganized after being dismantled.

So my third thought is

the expansion and reorganization strategies of school management.

In the post-epidemic era,

the school management system has become more complicated.

Of course,

the school system was also complicated before the epidemic.

All core affairs

are directed to education and teaching

and focus on course and class,

but a high-level model,

namely a highly efficient school organization system,

emerges from the day-by-day simple cycle.

Due to the epidemic, school management

is involved in the entanglements of multiple affairs.

In addition to education and teaching,

strict management of epidemic prevention

and detailed public affairs arrangements are also required.

In addition to offline education, there is also online education.

And the online and offline education must be switched at any time

to prevent the epidemic from breaking out suddenly

at some time.

Therefore, in addition to the educational supervision

of the education administrative department,

we also need to make many arrangements for preventing the epidemic

and responding to the epidemic prevention inspection.

So the school is involved

in the entanglement of multiple affairs.

In addition, the family-school relationship has become more complicated.

The response plan for original school management crises

has become more diverse and uncontrollable.

The school management that has coexisted with the epidemic for a long time

requires us to form a strong alliance

among education, teaching and epidemic prevention,

as well as between online and offline teaching.

It creates a culture of the future school

with forecast, control,

innovation, management and expansion

as the primary technical principles.

In the post-epidemic era,

those sad scenes

objectively bring the campus

into a difficult cultural node.

The changes brought by the epidemic to campus culture

go beyond our expectation.

At the same time, it also timely enlightens

school education,

reminding educators to fight against the future uncertainties

through new harmony and integration.

However,

we still can make preparations for the unexpected.

Today, when the future path is still unclear,

even if we can’t predict what will happen,

it’s more necessary for us to carry out creative school reforms

under the dim possibilities.

So in such a complicated situation,

the only way out is

to do well in the school reform.

Only by reforming

can we cope with the sudden changes in the epidemic era.

Only by reforming

can we make school management

in the post-epidemic era

more consistent with the wishes of educators

who focus on course and teaching.

Thank you all.

I hope my views can bring better ideas

and inspire you to think and practice more deeply.

Thank you.

 

--End--

 

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