A Study Of "Free-spirited Education" And Its Educational Reform Value From The Perspective Of Hermeneutics

During the period of industrialized production,education has developed rapidly and has played an important role in social development and progress.However,education has also been characterized by the patternization and simplification of the nature of factory production.The subjectivity of children in education is deprived.The education process does not pay attention to the differences and interests of the educated,nor does it fully consider the rules of children's development.Combining the traditional free-spirited education with our country's traditional culture is a reflection and criticism of the industrialized education model,aiming to establish an education concept that is more in line with the needs of the society.Through the historical research method and comparative research method,the literature on the concept of free-spirited education is analyzed.First of all,the idea of free-spirited education is explained.Analyzing the source of China's theory,the interpretation of the theoretical resources represented by the West,pointed out the contemporary meaning of the idea of free-spirited education,and further explained the rationality of this idea with related theories.Second,we must reflect on the problems of pedagogical education in the practice of educational reform.From its relationship with the reform policy,its misunderstanding in the application of ideas,practice misunderstanding analysis of the problems of the concept of free-spirited education.Finally,we pointed out that the principle of free-spirited education has guiding the education reform,and it has leading values for education,teachers and students,teaching and curriculum,and education evaluation.In the implementation of reform,we must construct reasonable concepts.The theory is to lead the curriculum of construction-based free-spirited education,the outlook of other people's ethical teachers and students,and the teaching concept of multi-subjects,multi-methods,and multi-stage educational evaluations.The ideological education concept is the creation of China's traditional education resources and enriches the local education theory.It has implications for pedagogists to continue to develop educational resources in China.In addition,this concept is intended to point to educational practice.Studying the idea,it can form a two-way nourishment and interaction between theory and practice,and promote the common development of the two.