Knowledge systems must be built in a way that draws on the source. China's educational science should focus on the central interest, social concern and concern of the people, drawing from the solid footprints of rural education revitalization, from the vivid scenes of school clubs working with human beings, and from the innovative exploration of intelligent classrooms, drawing on living experiences and solving real problems。
“educational policy is the result of a combination of marxist fundamentals and china's actual reality. It is one of the most important concepts in china's educational science autonomous knowledge system. Other countries do not have an educational policy, which is a unique and emblematic concept in china。
China’s educational and knowledge system is very dynamic in solving real problems. The director of the chinese institute of economic thought and practice of the university of qinghua, li haoi, proposed that “new issues should be raised on the basis of chinese practice, while at the same time being problem-aware and committed to solving the real problems of our economic development”。
“the construction of a knowledge system must be nourished by the accumulation of history, by a chain of knowledge that responds to real-life questions and by responding to the requirements of future times.” according to qin, president of the chinese institute of socialism, who studied the new era of the jinping era。
"intelligent age to build an autonomous chinese knowledge system with roots, spirit and effectiveness." according to gao xiaohong, minister of journalism and communication, china's university of the media, “have a root” means taking root in china, distilling the theory from the “boiling practice” to solve china's problems, and forming chinese theory; “have a spirit” means maintaining marxist leadership, upholding people-centred values and ensuring that technology is good; and “effective” means creating a new generation that embraces the age of intelligence and goes beyond technology itself to develop new people who can respond to future challenges。
The deputy managing director of the office of the national leading group for educational science planning, tan yu, proposed the re-establishment of chinese educational science knowledge in an intelligent age as a system project. It is important to seek to create major powers that match the education of the great powers, and to pursue the teaching of the powerful that can describe, interpret and predict the construction practices of the powerful。
Culture as a root
Knowledge in cultural heritage
On 17 may 2016, the secretary-general of xi jinping stated at a colloquium on the work of philosophy in the social sciences: “every major leap forward in human society and every major development of human civilization cannot be preceded by changes in knowledge and ideas in philosophical social sciences”
The classical tradition is an important intellectual resource for the reconstruction of knowledge. From confucius's “teach and teach-all” kindness to the cognitive wisdom of the “named and known, known and known” in the “presentational name”, to chu's “know-it-all” thinking, the idea of education accumulated in the millennium is a rich mine for the reconstruction of knowledge。
“the intellectual resources and theoretical underpinnings of the reconstruction of our indigenous knowledge come from indigenous practice and classical traditions. Innovative knowledge in the field of education should also be accompanied by a conscious sense of cultural conviction, value-making and personality model.” professor luichi, vice-president of the institute of higher education, university of jordan。
The creation of an autonomous knowledge system for education in china is “cultural attribution”。
From the theoretical point of view of education, senior professor of humanities at the university of qinghua stated that “the great achievements and changes in patterns of educational reform in china, as well as the analysis of cultural attribution, are a very important project for building autonomous knowledge systems”。
China's path to the re-establishment of knowledge in the field of education is both a systematic construction and innovation of deep tillage theory and an exploration of the practices of the plentiful, traditional and excellent culture。
Professor hae-sheng ta of the faculty of education of the university of pedagogical education of the capital believes that the persistence of the chinese socialist ideology of xi jinping during the new era, and the promotion of chinese traditional culture of excellence in courses, classes and teaching materials, are in itself another major task in the construction of chinese educational science in practice。
The educational knowledge system is built on the fertile ground of a strong chinese tradition of education and is open to the nurturing of the world's civilization, with a thick sense of wisdom embedded in ancient and chinese diplomacy。
The director of the institute of higher studies and education of the university of huadong said, “knowledge reconstruction is not a reversal, it is the foundation of the previous period, and it encompasses both our traditional and global cultures. Education can be seen as a cultural action in the integration of the two cultures, in which the production of knowledge takes place.”
People-centred
Leading the new form of intellectual education
The era of digitalization and intellectualization has come to an end, with a new wave of information technology changes represented by artificially intelligent technologies, which have impacted on school education patterns and traditional learning patterns, will have a profound impact on education concepts, curricula, teaching models, educational governance, etc., and will also bring new challenges to parenting in a network environment。
The vice-president of the institute of intelligence at beijing university, lin zhenge, has suggested that in the future, humans will need two skills: the ability to use artificial intelligence (ai) on their own initiative, as is the use of computers, and the ability to ask questions, with the right direction to think。
Lee jung-tao, director of the training centre of the head of secondary school at the ministry of education at the university of huadong, believes that it is particularly important in the era of human synergy to ask good questions to ai. It is important that the classroom of the ai era move from the teaching of knowledge to questions, analysis, creativity and reconstruction。
In the face of shocks, the experts expressed the view that it was important to break down the mindset and path dependency, to maximize artificial intelligence-driven performance, to integrate ai thinking into the building of knowledge systems, to chart the way forward in shaping future intellectual education patterns and to explore new paradigms for building new paths of human synergy, efficiency and flexibility across borders。
Of course, human synergies should be people-led. U zhu, deputy minister of artificial intelligence education at the chinese university of pedagogical education, stated that it was important to grasp the “change” and “change” of intellectual age education. Technological tools and patterns have evolved dramatically, leading to a systemic re-engineering of education that is centred on procreation, school models, management systems and safeguard mechanisms. It is the beginning of an education for the fundamental mission of the lyde people and the promotion of the full development of the human being. Human synergies should be people-led, not led by machines。
“the re-establishment of chinese educational knowledge in an intelligent age is not only the construction of theory, but also the key action to respond to the needs of the times and to lead the way to a profound reshaping of future educational patterns. Such a system must be built on a solid foundation of practice and clear values, integrate systematically the achievements of china's excellent educational traditions and human civilization, and transform the successful practices rooted in china's land into a fully fledged knowledge system capable of universal interpretation and international dialogue.” lee yong-ji, secretary-general and director of the china institute of education and science, said。
Chinese journal of education, 15/01, 06th edition
