Research On The Change Of The Value Orientation Of Lifelong Education In China In The Past 40 Years Of Reform And Opening

The concept of lifelong education has been receiving much attention from countries all over the world.Since it was first proposed at the Third International Conference on Adult Education Promotion in 1965,it has quickly changed from a concept to a policy and practice and has had a profound impact on education reform in countries around the world.Since the end of the 1970 s,the idea of lifelong education began to be introduced into China along with the pace of reform and opening up.China's education has also been affected by it and gradually developed towards a lifelong direction.In 2018,it coincided with the fortieth anniversary of China's reform and opening up.Lifelong education has achieved great success after 40 years of development.However,with the socialism with Chinese characteristics entering a new era,the major contradictions of society,and the drastic social changes brought about by scientific and technological progress,lifelong education in the new era has been given a new historical mission,and it has also proposed a new lifelong education value orientation.Claim.To this end,based on the new problems of the new era,it is clear what the possible direction of the future lifelong education value orientation is,whether it is the development of the next stage of lifelong education policy or the exploration of practice.In summary,only by "taking history as a mirror,can you move forward",this study attempts to answer the above questions by studying the changing laws of the value orientation of lifelong education since the reform and opening up.In the specific development,since the value orientation of lifelong education controls the direction of its activities and determines its policy connotation and practice orientation,this paper comprehensively analyzes the reform from the macro perspective of lifelong education,including adult education,vocational education,community education,Old-age education and other important policies and practices in various fields of lifelong education,in order to discover the logic ofchange in its value orientation.The study found that in the past 40 years of reform and opening up,according to the change of value orientation,China's lifelong education has experienced three stages of development,namely,the germination period,growth period and maturity stage of lifelong education development.Forty years,based on different social requirements,China's lifelong education has a variety of value choices,involving socialist moral education,cultivating talents,guaranteeing the right to education,promoting economic development,popularizing scientific knowledge,promoting rural development,meeting individual needs,and safeguarding people's livelihood.Protect vulnerable groups.From the historical perspective,the overall change of the value orientation has emerged from the "stable priority,taking into account the cultivation of talents",to the "benefit priority,fairness",and then to the "people-oriented,concerned about people's livelihood" development trend.At the same time,through PEST analysis,it is found that social factors including politics,economy,technology and people are the main reasons that influence the value choice of lifelong education in different stages.Finally,the author combines the research and the trend of social change to the life education of the new era.The value choice elements that should be pursued have been prejudged,that is,the value choice of lifelong education in the new era should include “individual” and “social”,“integration” and “open”,“rural” and “urban”,and “personalization”."Lifelong learning power" and other value elements.