Research On Chinese Quality Education In Perspective Of Marx’s Education

Free and comprehensive development of people is the ultimate goal of the Educational View of Marxism, and is also the purpose of the quality education. In order to change the current status of " talking about quality-oriented education ardently, implementing the examination-oriented education solidly ", promoting the free and comprehensive development of human beings is a pressing issue facing the educational circles and the full society. While Marx has no specialized works on pedagogy, and we can see very little of the word of "quality" in the Chinese version of his works, but his "Philosophical View of Education","Education Values","Concept of Individualized Education", and "Theory of the Unity of Knowing and Doing" which are rich in thoughts of quality education, can provides abundant nutrition for contemporary research of quality education of China. These views demonstrate correct value orientation; provide argument cornerstone and theory support, and even framework content for the quality education research. Absorbing nutrition from Marx’s concept of education to explore the connotation, the development goals, the structural system, and the achieving conditions and paths of people’s quality is of great theoretical significance and practical value on constructing and advocating for a more scientific system of quality-oriented education. It is also essential for promoting quality-oriented education step by step, and finally realizing the free and comprehensive development of human beings.Firstly, makes a full and in-depth analysis of the origin, the theoretical background, and the development of the Educational View of Marxism, then reveals the abundant connotation of the "Philosophical View of Education","Education Values","Concept of Individualized Education", and "Theory of the Unity of Knowing and Doing". The Max’s view of quality education is highly generalized as follows:"two Promoting" reflected on teaching purpose and function (promoting social development and promoting people development);"two Full" reflected on teaching content and teaching target (full content and full people education);"two Combining" reflected on teaching approach (combining education and life, combining education and practice; and "one Confirming" reflected on teaching substance (confirming the free individuality of people). Secondly, researches the establishment of the guiding position of Marx’s concept of education in Chinese education. In the late19th century and early20th century, as the sporadic, extensive and combining-type propagation of Marxism in China, the Educational View of Marx has also embarked on the process of chinazation. The basic characteristics of its spread are the diversity of the background, the selectivity of acceptance, the relativity of Marxism’s dissemination, the preliminary nature of dissemination and the revolutionary nature of the practice. With the establishment of new China, Marx’s view of education eventually established the guiding position in Chinese education, and made a series of achievements in the process of its chinazation.Thirdly, advances that Chinese quality education theory is a new fruit of the chinazation of the Marx’s educational view. China’s theory of quality education comes from a range of Marx’s views and arguments about education, which, talks about the dialectical relationship between education and social development existing in the social basic contradiction movement; believes free development of the human personality is the goal and substance of education; holds that combining education with productive labor is the basic way to achieve quality education. Under the guidance of the Marx’s view on education, generations of party leaders, including Mao Zedong have been exploring very hard the issue of quality education, and have built the theoretical system of quality education making the foothold, objectives, guiding principles, the soul, the focus, tools of quality education as the main contents. The theoretical system essentially adheres to Karl Marx’s concept of education, forms a set of normative and continually perfecting running mechanism in practice, and makes new contributions to the innovation and development of Educational View of Marxism.Finally, in allusion to people’s confusion and the lack of confidence displayed when conduct the research of the quality education, based on the new interpretation of Marx’s concepts of quality and quality education, and then on the basis of in-depth analysis of the relationship between quality education and exam-oriented education, full education, and individuality education, under the guidance of Marx’s concepts of quality and quality education, on the one hand, in chapter five, the author formulates a stereo logic framework of quality education. In the framework people’s qualities are divided into three classes nine species. The first class is the quality for upgrading individual life quality, covering the factors as follows:concern for life and personality, respect for dignity, attention to feeling, to sense of happiness, to aesthetic sense, to spiritual needs, to learning capacity, to creativity, and etc.. The second class is the quality for upgrading individual ability to fit in and transform the nature, covering the factors as follows:body health degree, concern degree for nature, scientific literacy, cultural literacy, career skills, professional literacy, professional ethics, science learning capacity, creativity, and etc.. The third class is the quality for upgrading individual ability to fit in and transform the society, covering the factors as follows: social morality, sociability, Political literacy, legal literacy, citizen quality, sense of teamwork, humanistic quality, social science learning capacity, creativity, and etc. Physical, psychological and moral quality, learning capacity and creativity run through the three broad categories of quality. Physical and psychological quality is the basis of each individual development, moral quality is the soul of individual development, learning capacity and creativity is an engine for individual development. On the other hand, by combing the Analytic Hierarchy Process (AHP) and experts consultation method in Index’Weight Given Value, the author constructs a set of students quality evaluation system which takes capacity and dedication as the direction, takes development and stimulation as the main line, requires the together participation of teacher and students, and includes two elements, three levels, and three segments.In short, following the principle of the combination of theory and practice, the unity of history and logic, from the perspective of the Theory of Human Nature, this article explains the Marx’s view of education and quality education comprehensively, builds a logical structure for concept of quality education, and puts forward a new interpretation of Marxist thought about man’s quality and quality-oriented education. On this basis, this article explores the relationship between the contemporary quality education of China and the Educational View of Marxism, and then puts forward that the contemporary theory of quality education is the chinization of the Educational View of Marxism. The author makes a more profound analysis of the current problems existing in quality education, composes a new set of students quality content system and evaluation system, and it is useful to rich the theory and practice system of quality-oriented education.