| Development refers to the expansion of a specific thing . Mankind's development is the core of the social development. There are different views about mankind's development at different times. Ancient Greece think it is for the need of making individuals totally obey the colony and clan; Churches of Mid-century think it is the development of certain qualities, such as working hard, patience and the willingness of being exploited etc; and the Renaissance period advocates that mankind's gift should be developed naturally. After the industrial revolution, it requires people to increase knowledge and strengthen technical ability. In ancient China, it refers to the education of the moral-and-talented people with moral as the most important factor; and it is the acquisition of practical knowledge and technical ability in the modern time; it emphasizes the formation of practical economic techniques at the beginning of the 20th century; it requires individuals serve politics better after the May Fourth Movement, but in the contemporary China it requires mankind develop in an all-round way. The view of students'development is the reflection of mankind'development in the field of education. It is a relative stable view to students'development at certain stage, and it is the conflict and tacit understanding of the subject students and object students, it is also the requirement of different social groups to the students'development on the basis of their own interests. Under the great influence of Mankind Nature Theory, there are different contents about the understanding of students'development at different times. It caused a Contentious Debate in Qin dynasty. And it referred to the recitation of " the Four Books and the Five Classics ", and "being officer" was the goal of students'development in Song and Yuan dynasty, it meant the real study of knowledge in Ming and Qing dynasties; and it emphasized the techniques in the contemporary period. The ancient Greeks asked students to be brave, persistent obedient and patriotic on the one hand, and it required their students'harmonious development of physical power, intelligence, aesthetic feeling and morality on the other hand. The mid-century required their students to obtain some religious knowledge and the ability to work in the field of crafts and commercials. The renaissance period required the all-round-development of students'ability, knowledge, intelligence, and physical power. The modern Europe presented diversified views, and Carl Marx advocated students'harmonious development of intelligence and physical power. There have been five kinds of viewpoints on students'development at the stage of compulsory education. The viewpoint of Knowledge-cumulated students'development is the product of Chinese and western cultures. This viewpoint regards the cumulated knowledge as a very important exponential. The ability-oriented viewpoint is the result of world education reform; it throws more importance to individuals'technique and requires students'working smoothly and solving the practical problems. Self-fulfillment viewpoint begins from the age of information society, this viewpoint pays more attention to the development of students'potential and the fulfillment of their ideals. Official-oriented viewpoint is the variation of 'good learner should be a government official', it emphasizes the increase of power and resources, and it regards 'being an official'as the highest goal and evaluates students according to their official position . The all-round-way development embodies the new requirements of social development and emphasizes both science and humanism and it asks students to have rich scientific knowledge and good literature quality; this viewpoint goes after the trinity of 'true, kindness and aesthetics."Every view of students'development has its principal mankind nature assumption. " Knowledge-cumulated " development view assumes students are intellectuals. Under this assumption, students study and apply their knowledge and stimulate the economic development directly, but it still regards students to be the container of knowledge. Ability-oriented viewpoint assumes students are competitive individuals, it requires that education should produce problem-solvers, which suits the nature of market-oriented economy but it hold down students'personalities. The self-fulfillment view assumes students are automatic individuals, it requires that education should try to dig students potential as much as possible and it should encourage their students apply their abilities as much as possible. This assumption indicates the perfection of mankind development as well as the danger of self-centered behaviors. "Official-oriented viewpoint assumes that students should be utilitarian, it guides education to go after the social benefits and individual happiness, which forms the educational phenomenon under which the entrance-examination is the core. The all-round development view assumes that students are complicated, it requires the combination of science and humanism, while how to integrate the two factors is the problem we are confronted with. The author got the following three points after reflection. First, the various students'development views obtain different starting points. For example, knowledge-cumulated and ability-oriented development views are the products of certain social needs at different historical stages. Second, misunderstanding must be eliminated when discussing about the development views. We must have a correct understanding to different development views. For example, we should pay attention to the practicability of knowledge, but thinking the education which stresses the practicability of knowledge is essential education is wrong. Third, the nature of students'development is to find out one's shortcomings constantly. If we can find out our shortcomings and a new starting point, and perceive the limitlessness of development, we can say that we develop in a certain way.
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