On The Modern Transformation Of Theory Of Knowledge And The Fundamental Education Reform Of Chinese

The influence of the theory of knowledge upon education is enormous, and different theories of knowledge result in different educational ideas. Traditional education, in which it is the joint belief of all subjects including Chinese education to seek the way of scientific development, is based on the scientific theory of knowledge. From the viewpoint of scientific theory of knowledge, it is the scientific knowledge that is the only true knowledge, and its objectivity, universality and neutrality offer the knowledge of all the other fields a typical model, thus accepting the reconstruction of the scientific knowledge pattern being the inexorable trend of all subjects' development. With the development of modern philosophy, sociology, psychology, linguistics and natural science, the nature of knowledge boosted by scientific theory of knowledge became universally oppugned. The basic gist embodied by the scientific theory of knowledge, such as mechanism, rationalism, essentialism, and so on, showed its paleness and weakness. Therefore, people have every reason to believe that ideas of knowledge are changing profoundly, in other words, from the scientific theory of knowledge to modern theories of knowledge. Modern theories of knowledge argue that the ways people understand the world are various and that the scientific theory of knowledge is one of them. Knowledge is characteristic of its construction, environment and value. Moreover, the attainment of knowledge is the outcome of the interaction between the perceiver and the environment and the perceiver's active construction. The modern transformation of ideas of knowledge offers Chinese education a good opportunity for examining its subject construction from its own knowledge state and contributes to people's reflecting on the experiences and lessons of the scientific development of Chinese education from a new angle of view. The ideas embodied in the modern theories of knowledge lead to the entire transformation of the ideas of Chineseeducation, which specifically includes the changes of views on the goals, development, teaching materials, teaching and learning, evaluation, etc. of Chinese education.In the view of the author, education of Chinese should attach importance to students' being and development as a person and put the promotion of students'all-round development at the core of views on Chinese education's goals, as a result of which the attitudes towards values of views on Chinese education's goals will be converted from society-orientation to person-orientation. Furthermore, in order to break away from the shortcomings of the scientific theory of knowledge, such as rationalism and integralism, Chinese education should stress students' real life world and the development of students' perfect personality, namely, life-orientation and individualized development. In addition, the teaching materials of Chinese should become more reasonable and more human. What's more, the relationship between teachers and students is not the one between subject and object but the one between two equally principal parts. Last but not least, a new evaluation system consisting of functions and values should be set up, which will increase students' involvement and their responsibility for and ownership of their Chinese learning.