Research On Higher Educational Shunt To Promote The Development Of Personality

Personality is humans’ independent creativity and character, and the essence of education is cultivating people of unique personality. The western education pays attention to personality cultivation but China’s education doesn’t, which led to the failure of China’s education. Higher education have to promote the development of personality, which is the strong requirement of era development and common reform tendency of world’s higher educational shunt. Reasonable higher educational shunt is the major way to promote the development of personality and then the cultivation of innovative talents.Launching research on higher educational shunt to promote the development of personality from the perspective of combining theory and practice expresses profound theoretical value and practical significance.In my research, five general sections are included which are exordium, theoretical studies, comparative studies, problem analysis and countermeasure. In the section of exordium, it states the origins, significances, ideas and methods of the research and sorts out the existed research domestically and abroad. In theoretical studies, definitions are given to personality, the development of personality and higher educational shunt. Then, the predominant theoretical basis of the research and its guiding significance are also elaborated. The research’s theoretical basis contains the theories of personality development, the theories of higher educational shunt and the theories of higher educational development. For comparative studies, the primary features of higher educational shunt to promote the development of personality are pointed out by investigating three developed countries. These three countries are US, UK and Germany. Based on these features, the common experience of three developed countries is also proposed. They are meeting both the needs of individuals and society on shunt orientation, caring the personality characteristics when making shunt choices, stressing the students’choices during shunt cultivating process and guaranteeing the subjects’ autonomous rights on shunt mechanism. In the section of problem analysis, comparing with the three countries’ common experience, some problems of our country’s higher educational shunt to promote the development of personality have been proposed on data, which include the inaccurate shunt orientation, the unreasonable selecting standards, the inflexible cultivating strategies and the blocked shunt mechanism. For countermeasure, in order to improve the problems, it explores some feasible suggestions:adjusting the shunt orientation to personality cultivation, optimizing the selecting standards on unique personality, reforming the cultivating strategies for creative personality and perfecting the shunt mechanism for personality development.There are two innovations in my research. One is the perspective on higher educational shunt to promote the development of personality, the other is the summary about the characteristics and common experience of three developed countries’ higher educational shunts to promote the development of personality. In the meantime, the following defects cannot be neglected. One is that the summary about the shunt experience abroad is not incisive enough, the other is that the comprehensive analysis on domestic issues is still to be improved.