On The Comprehensive Development Of Thinking On Education Innovation Revelation

The idea of human's all-round development emphasizes the all-round concept while denies the one-sided idea and this is the manifestation of human's progress. It also emphasizes that human is both the starting point and the destination of the world. Human is not matter whereas matter is subordinated to human rather than surpassing human. The idea of human's all-round development is an important component of the Marxism system and the guiding principle of building socialism with Chinese characteristics. Adam Schaff, a Poland scholar, said"The idea of human's all-round development, illustrated in Marxism, is both an idea and a method to observe and analyze the society, which is quite important in the present world."â‘ Educational innovation points to rectify the defects of education. Only we follow the guidelines of the idea of human's all-round development can we achieve actual progress. The biggest defect of the traditional education is that it ignored the actual conditions and needs of the students'and confined the students'all-round development. Human's development is essential to social development. In return, social development supplies conditions and assurance to human's development. To avoid detours, we should make human's all-round development both the starting point and the destination of educational innovation. This is a theoretical issue as well as an actual issue. After generalizing and formalizing the idea of human's all-round development, this article aims to find out the connotation and the realizing condition of human's all-round development idea. On this basis, this article focuses on illustrating how the idea of human's all-round development enlightens the educational innovation and the challenges happening in the process of promoting human's all-round development.This article consists of four sections:Section One, the comprehensive illustrations of the idea of human's all-round development. In this section, it mainly illustrates both Marx, Engels and the inheritors'recognition and view of the idea of human's all-round development, all emphasizing that human is the center as well as the purpose and the means of development. And this section sets to point out that the idea of human's all-round development is both an important component of Marxism and the great guidelines of building socialism with Chinese characteristics.Section Two, human's all-round development and the mission of education . This section main discussion the connotation, the realizing condition, the times'features of human's all-round development and the mission of education. We find out that in the process of promoting human's all-round development, the mission of education includes: helping the educated to cater for the need of social development; regulating the individual behavior of the educated in the need of social ethics; endowing the educated with technology and ability; promoting the sound development of the educated both physically and spiritually; giving the educated the inspiration of creativity, It is for the purpose of emphasizing the education regarding promotes human's full scale development vital role.Section Three, illustration about how the idea of human's all-round development enlightens educational innovation. Educational innovation is the essential requirement of the times towards education. We find that there are four aspects where the idea of human's all-round development enlightens educational innovation: First, educational innovation must insist on people oriented value; Second, educational innovation must follow the rules of developing qualified personnel; Third, educational innovation must respect the students'individual development; Four, educational innovation must highlight the features of different educational stages.Section Four, expanding the challenges of educational innovation happening in the process of promoting human's all-round development. These challenges are both the defects and the driving force of educational innovation. And the defects are concluded as follows: First, educational theory and teaching practice are seriously out of joint; Second, there are great disparities in traditional culture and modern civilization; Third, the appealing directions of the educators'and the students'are different; Fourth, there is a gap between the social perspective and the input of education.