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The documentary "Childhood in a Foreign Country" is directed and hosted by Zhou Yijun, who travels to six countries in an "exploring education method", starting from East Asia and Japan to Finland , India, Israel, the United Kingdom, and finally returned to China, spanning half of the world, visiting local school classes and family life, presenting the audience with the parts of education in different countries, Zhou Yijun, a mother of two children, tried to " From the perspective of parents and schools, we can experience different education methods, and also think deeply about education from different social cultures and histories. ”
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The following section lists the interview statements from various countries in the article:
Japan: The activities of two kindergartens reflect the supremacy of Japanese-style educational collectivism. The concept is not to trouble others, value collectiveness, and focus on peer awareness. nourish.
Finland: Pays attention to the fairness and balance of educational resources, attaches importance to equal education, and deliberately avoids any form of competition, so "the best school is the nearest one." We advocate phenomenal teaching, integrating art, culture, aesthetics, and science into teaching with real-life phenomena as the theme, and returning common sense to education.
India: Education is rich and colorful: On the one hand, the overall educational facilities and environment are poor, which can be seen from "about 57% of Indian female students drop out of school during adolescence", on the other hand, "Jugadd has a solution for everything" Under the thinking of the school, various educations under different needs are presented: cloud school, paradise school, classrooms that use "Harry Potter" as a case to teach law and welcome questions and challenges.
Israel: The national characteristics of chutzpah are also present in the education method: tolerance of failure and encouragement to try again; questioning and debate can be expected, no restrictions on self-management, and proactive management of oneself, An innovative education model that allows students to start a business while learning exists in Israel.
Britain: The real core of the old elite education: sports, art, and social responsibility. Therefore, the school's education focuses on long-term physical education classes, including drama classes and various extracurricular activity classes. The cultivation of elite consciousness lies in "how can you help others and serve the society after satisfying your own quality of life?"
China: Focus on teaching in non-school education: Teacher Xiong Liang's poetry and painting teaching , Tongxing Academy, Xiaotuanshan School’s summer camp, including interviews with Indian mothers who settled in Hong Kong, all looking for good things in culture. The real core of Chinese traditional cultural education is in daily life.
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Professor Xu Bing said: "The most valuable part of our education is traditional culture. What is traditional culture? It is not in books, it is in our parents' The tone of speech, the way of dealing with others, in daily life. "It is not difficult to understand that the reason why countries present such educational characteristics is precisely the daily understanding and problem solving of teaching, parenting, and real society presented by parents and society.
What shocked me in the entire documentary was the "problem-solving thinking" in India and the "failure and trying again is a hero" part of Israeli education - it was shocking, because it turned out that not only individuals thought this way , and many people in the entire society think so, and they also do what they do, because of the lack of such an atmosphere in our environment: "Judge heroes based on their performance as a single factor, and the winner will be the king and the loser." Because we deeply understand that we The "bound" part of the original educational thinking is then reflected in daily words and deeds. This is the core essence of education that Teacher Xu said.
The purpose of focusing on educational documentaries is to better educate children. Please allow me to expand on the director’s keynote statement: “Tradition is modern childhood.” Tradition is in our hands, and we must “absorb its inner essence.” However, in the face of an open world, other innovations, critical thinking, authority challenges, a sense of equality and autonomy, and a sense of responsibility to serve society, "the thinking, words and deeds of other civilizations are not the same." How do we parents, in our own tradition, "help our children better integrate into the future world?" is the perspective and question of the entire article.