Theory-constructing And Strategy-conceiving Of Personality Education Under The Background Of Curriculum Reforming

The trend of education, both in the world wide and in China, is that increasing attentions are being paid to the students themselves in the process of educating, including their individual differences, the safeguarding of their self-respect and the development of their personalities. From the viewpoint of personification, following a way of "what", "why" and "how", the author of the present thesis makes a brave exploration into education. Through the explanation and argumentation of personification education, it is expected to cause educators' consciousness of teaching according to different personalities and thus enhance the development of school education in terms of students' self-respect. The thesis starts its discussion on the executing of personality education in primary and middle schools in new century on the basis of evaluation and rethinking on current education under theories of modern education and quality education, which is being passionately carried out in China for the time being. At the same time, the strategies for executing personality education in practice are studied.In theories, after a review on the developments of personality education in western countries and China, the discussion of the premise conceptions of "personality" and "personality development", through the inspection and presentation of China's present education in primary and middle schools, the author expounds the keyconception--"personality education", and further concludes that the presenteducation in China ignores the students' individual differences. After introducing the condition of personality education in Japan, America, Korea, and Russia, the author points out that personality education is a necessity under the background of the present curriculum reforming; that it is the immediate requirement of modern education; it is an effective way pushing the "quality education" forward; it is the actual approach to produce more elites. Based on this, the author gives her explanation to the connotations and the fundamental features of personality education. It views the respecting of students' personality as the premise of personality education. Its task is to guide students according to their individual differences. Its ultimate goal is to develop and upgrade the students' personality. It is multi-featured. In this thesis, the author devotes herself to the discussion of its subjectivity, creativity, specificity, activity and divergence. Its appearance and executing is theory-based and reality-driven. The thesis analyses its necessity and feasibility from two dimensions: theory and reality. Any education will definitely follow principles. The same is true for personality education. In order to ensure the fluency of teaching practices, the principles of personality education has been given: a) the principle of students-centeredness; b) the principle of exploiting students' potency and guiding them according to their own advantages; c) the principle ofrespecting individual differences and teaching accordingly; d) the principle of finding the good and positive encouragement. Personality education by no means exists isolately. To clarify its relationship with "all-round development education", "quality education", "advantage education" and "examination education" is also the concern of the present study.The thesis goes to discuss "how personality education should be carried out", i.e. its strategy-conceiving. Six of them have been given about the approaches to carry out personality education in primary and middle schools of China: a) setting up the conception of personality education; b) creating opening, democratic, and harmonious environment, which is helpful for students' personality development; c) encouraging teachers to make good use of their own good personality so as to influence students in another way, besides verbal instruction; d) letting the students be chief party in learning, and bringing their autonomy into play; e) letting the students go out of classroom, expanding the field of education, and thus de...