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学生为本,价值导向,是不是把教育程度提升到文化程度?




我国教育部又有新计划了。这回是希望在未来20年把重点放在品格教育,以价值为导向,培养有价值观有竞争力的新一代国人。不知道这样做的目的是否是把我国的纯教学的教育,提升为含有价值意义上的文化教育。而把教育变为一种文化程度上的提升。


这真的不容易做到。在中国,当一个人在申请工作时,在填写文化程度时,其实,就是填写教育程度,学历的多少。为何不用教育程度而用文化程度呢?或许,在中国,还保留着古代的一些风气,一个人受教育的程度,也反映了他的文化程度。尤其是古代,一个人的文笔,字体,也显现出他的为人,他的价值观,和人生态度。


虽然,不支持复古。但是,教育的目的如果只是停留在教育上,而没有一点涵养,价值,文化的提升,不论在中国还是新加坡,这都不可以说是成功的教育,最多,也不过是读书识字,学习工作知识而已,对人类,对世界未必做出巨大贡献。


如果,新加坡能够在方面有所突破,做到真正意义上的文化程度的提升,而不只是在教育程度上的提升,排名上的提升,分数上的满分,而是孩子教育价值上的提升,那可真的说得上是功德无量,造福人群,为世界树立典范。将来中国说不定不是派人来学习管理经济,而是学习如何提升价值教育,尤其是那些不争气的富二代,官二代,星二代们,更是他们学习和留学对象。


何谓价值导向和其内容


早报在报道教育部长王瑞杰在教育工作蓝图大会上陈述我国教育未来的方向时说,新加坡的未来教育将以以学生为本,价值为导向为发展重点。这个理念,是用来武装新一代,让他们迎战未来。


所谓价值,包括自我价值道义价值公民职责价值。自我价值给予学生自信心和自我意识,培养他们坚忍不拔的意志力;道义价值培养学生在多元种族、多元文化的社会,尊重、负责、关怀和赏识他人;公民职责价值则培养学生成为坚强、有毅力、有知识、有见闻,国家有难,能奋起捍卫祖国的好公民。


因此,这个价值是指三个方面:个人,道义和公民职责。


过去的教育是经济教育?


王瑞杰在提出价值导向的教育指导方针时,也花了很长时间解释我国过去的教育变革。他指出,新加坡教育导向一直随时代要求更新。从1959年起的生存导向,到1979年以后的效率导向,再到1997年以后的能力导向。正确的导向使我国教育达到高水平境地,备受国际赞誉。


从生存导向,到效率导向,再到能力导向。的确没有价值导向,文化的提升。而之前的三个导向,是不是有着更多的经济味道。新加坡的生存,本来就是经济生存,我们是以经济建国的。效率和能力,就更不用多说,只有效率才是才能赚更多的钱,只有吸引到最好的人才,最有能力的人,新加坡才能维持竞争力。因此,当我们备受国际赞誉,或多或少,都跟经济的成功有关系。


但是,效率和能力的导向,造成只顾生产力,竞争力,经济成长率。虽然国家取得了经济成绩,但是却造成贫富不均,跟不上的不幸群体,没有享受到国家成长的结果,反而生活更加困难。这个成长的代价是不是在国家发展的过程中,没有纳入价值的导向。这不只是教育的问题,更是治国的问题,一个没有考虑价值的发展,只是一个短期的发展,部分人士得利的发展,无法走得更远,更长。


所以,早报报道说,为了从能力导向转往价值导向,教育部将设立品格与公民教育组,全面规划学生的品格教育课程,检讨课程发展活动评分架构。教育部也会修正行之有年的卓越学校模式奖励计划总蓝图,回归以学生为本,发展全人教育的目标,减轻教师行政工作量,以及重新界定好学校的定义。


教育要正心,治国更要有爱心


因此,教育部要正孩子之心,加之以价值观念,注重品格的发展,人格的培养。这真的是一个很艰难,很伟大的工作,工程。同时,好学校,好学生,也不是样样第一,就是好。最好的学校,最好的老师,教出最好的学生,不是好学校好老师。不好的学校,不好的老师,教出好学生才是最有价值的教育。


教育部已经有了计划,政府在治国上,是否会跟进,在接受批评时,在处理民情上,是否也会考量以价值为导向,以良心,爱心来管理国家,保护储备,公平对待国人。


因此,行动党政府的治国,要以国人为本,价值为导向,才能造福国人。

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