Zili Education

As the time shifts to emphasize subject’s innovation and development, subject consciousness, competence and subject spirit have become the necessity of our society. The basic education in China has to lay emphasis on the educatees’ consciousness, competence and spirit of self education as those aspects are the basis of the formation and development of their subject consciousness, competence and subject spirit. Research on Zili education is right the probe into the educatees’subject consciousness, competence and spirit, hoping to discuss its educational ideas and modes at the background of quality-oriented education which may assist to foster both the students’ knowledge, personal characteristics, self-directed development so as to develop their courage and willpower.The spirit of self education relies on Zili education activities. Zili education consists of the series of activities such as subject consciousness, self planning, self practice and self reflection. From the diachronic aspect, those are the four independent phases of Zili activities, however such four phases are interrelated. From the Synchronous Aspect, Zili education is one that educates self consciousness, self planning, self practice and self reflection guided by educators, the process of which is a collaborative one by the two sides.seeking education via dialogues, communication, experience and reflection so as to acquire new thought, creating new plans, starting new practice, forming new reflection in specific contexts.The Theory of Activity Influence is the psychological mechanism of Zili education,which holds that the leading role of school education functions when educators try to create all the necessary beneficial conditions and Furth more elaborately design and develop all the activities, guiding and helping the educatees’ mental and physical development, activities may be divided into three categories:learning activities\moral activities and social practices. Zili education doesn’t exit independently but contained in all the above activities, in other words, Zili education is the further expansion of such activities. According to the theory, the best development of the educatees calls for the improvement of the learning activities.especially the self reliance, or Zili. Self-directed learning, exploration learning, cooperative learning are all learning activities possessing Zili character among which self-directed learning lays emphasis on initiative learning during the learning process, exploration learning lays emphasis on initiative learning means, cooperative learning lays emphasis on the organizing forms of initiative learning. Constructivism is also a modern learning theory advocating subjects’Zili which holds that learning process is one that the learners construct their own meaningful learning based on the existing experience. the learning process is the combination of primary learning activities and advanced learning activities thus teaching activities should center on the learners’ learning activities. Moral activities, especially moral learning activities should be improved so as to enhance the students’ self learning ability to promote the students’moral development, which is the fundamental task of modern moral education theories. Learning by activities, affect experience, institutional participant all belong to moral learning activities which can foster Zili. learning by activities emphasizes conscientiousness, affect experience emphasizes emotional feelings. institutional participant emphasizes active participate in the living environment. life moral education is also a modern theory aims at promoting subjects’Zili, it holds that moral education should base on the students’ life and be done during their life. as a theory steering the students’ moral life, it lays emphasis on the moral experience and practice, highlighting their dynamic. Basing on the above theories, such as self-directed learning, cooperative learning and constructivism, we can easily conclude that the students’ school learning practice is defective. Compared with the demands of learning by doing, emotional experience and institutional participant, moral practice of schools is also defective. Firstly, the mastery of textbook knowledge outweighs self experienced knowledge, which enforces the subjectivity of textbook knowledge and despises the role of self assessment. Secondly, for teaching designing, the designing of teaching process is given more emphasis than self-planning thus what and how to teach outweighs what and how to learn. Thirdly, as for educational practice, more emphasis is given to teaching plans than guidance to the students thus the accumulation of knowledge outweighs critical thinking, inculcation replaces various discussions, experiments and researches. Fourthly, as for educational assessment, summative assessment has taken the place of formative assessment, testing results outweighs testing process.The absence of Zili education has violated modern learning modes and notions, modern moral learning modes and notions as well, which is harmful for fostering talents who the modern economic society are urgently needed. Such measures have to be implemented to reconstruct Zili education. Firstly, the new humanistic school-teacher and teacher-student relationship should be constructed. The new school-teacher relationship will be built via the teachers’ involvement in the management of school affairs. The students’ psychological conditions, the attitudes and competence of self-directed learning should be considered while teaching, students-centered relationship should be practiced considering the students’ self consciousness, planning, practice, reflection. Zili character should be given emphasis by cultivating the students’ self educating in terms of fostering the students’ characters of self guided learning, self respect, self-improvement, self discipline and self reliance. Thirdly, systematic curricula have to be designed with the deep imploration of self educational resource such as the students’ self emotional experience, attitude, values and individuality. Classroom management is also a good platform of Zili character.The concept of Zili education grows closely with the pioneer’s personal development, reflecting to teaching practice and the ideal of managing H school. H school has explored the mode of Autonomous learning class, and has been forming a feature of self-managing moral education.