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1. Compare the changes in the status of students in traditional and modern education
1.比较传统教育和现代教育中学生地位的变化
Answer: Traditional teaching has activities that lack the dominant position of students. The traditional teaching form of centralized class enrollment system overemphasizes centralism. It obliges students 'individuality, enthusiasm and initiative, and is not conducive to cultivating innovative talents.
答：传统教学活动缺乏学生的主导地位。传统的集中班级招生制度教学形式过分强调集中主义。它强迫了学生的个性、积极性和主动性，不利于培养创新人才。
The times call for human subjectivity, and people earnestly expect that education can promote human subjectivity to meet the needs of the current social development. However, for a long time, my country's education has been bound by traditional educational ideas and has not paid attention to students 'dominant position in education. In the process of education, students are only regarded as the objects and objects of education, and the cultivation and development of students 'subjectivity are ignored, which places students under too many restrictions and constraints, mainly in the following aspects:① Emphasis is placed on teachers rather than on students.② Pay attention to discipline rather than consciousness.③ Focus on unity-not diversity. In terms of curriculum structure, commonality is emphasized over individuality, and imitation and memory are emphasized over understanding and creation. Moreover, activity courses and elective courses are not given due attention, ignoring students 'uniqueness and individual differences, and students' interests and hobbies are not fully exerted: insist on uniformity in teaching plans, syllabus, teaching materials, and teaching methods, ignore or ignore students 'personality characteristics, and ignore the needs of social development and specific areas. The particularity of the school is based on unified requirements and unified standards. Unified educational content, unified educational forms and methods can create talents of the same standard. This results in students being individuals without special skills, characteristics, thoughts, or individuality.④ Focus on teaching rather than exploration.③ Focus on knowledge over ability, focus on achievements over quality, focus on knowledge over moral character, etc. In modern education, students 'dominant position has been given full play. Modern teaching methods and new information dissemination methods have been involved in the teaching process, allowing students to determine their own learning progress based on their own abilities and levels, and to transcend the limitations of time and space to carry out individual learning activities., that is, to achieve "individualization" of teaching and learning. On the other hand, reform the classroom teaching structure and partially replace fully unified class collective teaching activities with students 'independent and autonomous activities, giving students more opportunities for learning activities that adapt to their individuality. For example, various educational methods such as problem teaching methods, suggestion teaching methods, and example teaching methods are used to explore students 'personalized learning methods, stimulate students' interest in learning, and turn boring mechanical learning into flexible and diverse "personalized" learning.
时代呼唤人的主体性，人们热切期望教育能够促进人的主体性，以适应当前社会发展的需要。但长期以来，我国的教育一直受到传统教育理念的束缚，没有重视学生在教育中的主体地位。在教育过程中，只将学生视为教育的对象和对象，忽视了学生主体性的培养和发展，使学生受到太多的限制和约束，主要表现在以下几个方面：1强调教师而不是学生。2注重纪律而不是意识。3注重统一而不是多样性。在课程结构上，强调共性而不是个性，强调模仿和记忆而不是理解和创造。而且，活动课程和选修课程没有得到应有的重视，忽视了学生的独特性和个体差异，学生的兴趣爱好没有得到充分发挥：坚持教学计划、教学大纲、教材、教学方法的统一，忽视或忽视了学生的个性特征，忽视了社会发展和特定领域的需要。学校的特殊性基于统一要求和统一标准。统一的教育内容、统一的教育形式和方法，才能造就同等水平的人才。这导致学生成为没有特殊技能、没有特征、没有思想、没有个性的个体。重教学而不是探索。重知识轻能力，重成绩轻素质，重知识轻品格等等。现代教育中，学生的主体地位得到了充分发挥。将现代教学方法和新的信息传播方式融入到教学过程中，让学生根据自己的能力和水平来确定自己的学习进度，超越时间和空间的限制来开展个人学习活动，即实现教与学的“个性化”。另一方面，改革课堂教学结构，以学生独立自主的活动部分取代完全统一的班级集体教学活动，为学生提供更多适应个性的学习活动机会。例如，运用问题教学法、建议教学法、示例教学法等多种教育方法，探索学生个性化的学习方法，激发学生学习兴趣，将枯燥的机械学习变成灵活多样的“个性化”学习。
2. Think about how modern education views students.
2.想想现代教育如何看待学生。
Answer: Students are human beings and people who give meaning to life. We should look at students from a development perspective: students 'physical and mental development is regular, students have huge development potential, students are people in the process of development, and students' development is comprehensive development. Students are unique people: Students are complete people. We often ignore the integrity of students 'physical and mental development. Students are not simply abstract learners, but complete people with rich personalities: every student has its own uniqueness. Sex refers to the inherent resources for the formation and improvement of human personality, and is also an important goal of educational efforts. There is a huge gap between students and adults. We should be based on reality, truly respect students, develop and improve students 'personalities in practice, so as to cultivate new people with independent personalities. Students are the main body of educational activities: students are the main body of learning activities; they are people with certain subjectivity; teaching lies in building student subjects. The issue of student main activities should be further explored.
答：学生是人，是赋予生活意义的人。我们要从发展的角度看待学生：学生的身心发展是有规律的，学生具有巨大的发展潜力，学生是发展过程中的人，学生的发展是全面的发展。学生是独特的人：学生是完整的人。我们经常忽视学生身心发展的完整性。学生不仅仅是抽象的学习者，而是个性丰富的完整人：每个学生都有自己的独特性。性是指人类人格形成和完善的内在资源，也是教育工作的重要目标。学生和成人之间存在巨大差距。我们要立足实际，真正尊重学生，在实践中发展和完善学生的个性，培养具有独立人格的新人。学生是教育活动的主体：学生是学习活动的主体;他们是具有一定主体性的人;教学在于建设学生主体。学生主要活动问题应进一步探讨。
The theory of subjectivity education is a modern educational thought. However, students are the masters of learning. They cannot be called "student-centered". There is a cooperative relationship between students and teachers and students, and each other is equal, friendly and respectful. However, the roles of prophets and postknowledge in teaching activities are different. Students must actively learn, inherit and explore critically. They must not be unafraid of tigers, nor must they grope like the original start-up-thousands of years, there must be a prophet's teacher to provide guidance services to reduce or avoid unnecessary delays and losses in the learning process.
主体性教育理论是一种现代教育思想。然而，学生才是学习的主人。他们不能被称为“以学生为中心”。学生与老师与学生之间存在合作关系，彼此平等、友好、尊重。然而，先知和后知识在教学活动中的作用是不同的。学生必须积极学习、继承、批判性探索。他们绝不能不畏惧老虎，也绝不能像最初的初创企业那样摸索--几千年来，必须有先知的老师来提供指导服务，以减少或避免学习过程中不必要的延误和损失。
Therefore,"students are the main body and teachers are the guide" is the guiding ideology of modern education. The guide teaching method experiment proves the feasibility of guide teaching with thoughts, and reasonably explains the correct relationship between teachers and students in the main body teaching experiment. Although the student sect is still unwilling to change its course and accept new educational concepts, the proposal of this educational concept will inevitably become the first. Education has the soul of method reform, and a correct understanding of the relationship between teachers and students is the deepening development of the guiding ideology of teaching and learning.
因此，“学生为主体，教师为引导”是现代教育的指导思想。引导教学法实验证明了用思想引导教学的可行性，合理解释了主体教学实验中正确的师生关系。尽管学生派仍不愿意改邪归正，接受新的教育理念，但这一教育理念的提出必然会成为第一个。教育有方法改革的灵魂，正确认识师生关系是教学指导思想的深化发展。
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发表于 2025-7-11 09:12
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