What are the differences between science education and humanities education in terms of educational

Humanities education and science education are two forms of education, and there is a big difference between them. Here are some of the key differences:

Subject area. Humanities education focuses on humanities subjects such as history, culture, art, etc. It focuses on human behavior and thought and attempts to understand human experiences and values in different times, places, and cultures.

On the contrary, science education focuses on natural sciences, such as physics, chemistry, and biology, among others. It focuses on natural phenomena and laws and conducts them through empirical research**.

Teaching methods. Humanities education focuses on activities such as class discussions, reading, and writing to help students develop critical thinking, analysis, and communication skills. In contrast, science education focuses on activities such as laboratory practice, mathematical modeling, and data analysis to help students understand the basic principles of nature and apply them to the real world.

Target. The goal of Humanities Education is to improve students' humanistic literacy and awareness, so that they can better understand human history and culture. This kind of education focuses on cultivating Zhaozhou's humanistic perception, aesthetic ability and interpersonal skills.

Rather, the goal of science education is to provide students with an understanding of how the natural world and modern technology works, as well as to develop their creativity and problem-solving skills.

Educational methods. Humanities education typically uses a more open, flexible approach to education, such as group discussions, debates, and research. Science education, on the other hand, relies more on forms such as laboratory practice and data analysis.

In short, humanities education emphasizes human values, history and culture, and focuses on cultivating students' thinking, judgment and aesthetic ability. Science education, on the other hand, focuses on the application of natural phenomena and modern technology, emphasizing the cultivation of students' experimental ability, mathematical ability and problem-solving ability. The two forms of education have their own strengths, and the appropriate education methods should be selected according to the individual needs and backgrounds of students, so as to achieve a balance in the process of comprehensive quality education.

No matter what subject is taught, the ultimate goal is to educate people.

Therefore, in classroom teaching, the teaching of subject knowledge is not the only purpose, how to impart subject knowledge, what knowledge to impart, teachers need to be fully prepared before class. Only when we have prepared the teaching materials, the students, and the teaching methods can we have a good lesson. Just like the writing class taught by the teacher, it is not only interesting, but also cultivates students' strong interest in writing.

In the writing class, Mr. Yu has always maintained a childlike heart, knowing what students like, what they don't like, what they should write and what they should not write, truly understanding the children's inner thoughts, without too many requirements and constraints, but to create specific situations, in rich and interesting activities, so that students can fully feel, practice and practice, writing has become the most popular thing for children, and writing is no longer a difficult thing. As Teacher Yu said, "I especially want my students to be able to use words and develop a habit of 'galloping in words without scruples' in their life journey, and to be able to use words to create a 'paradise' for themselves that is completely their own."Let their future be shaped by their proficiency in the use of language and writing.

In Chinese teaching, Ms. Yu has realized her teaching ideals.

On the other hand, my classroom has always been based on subject knowledge as the only purpose, and it has been controlled by the baton of examinations, and the core goal of education has been lost. Subject teaching is not about instilling knowledge, but about teaching students how to learn and cultivating their interest in learning. It is better to teach a man to fish than to teach him to fish.

When children are in our classroom, the desire for lifelong learning and the ability to learn are far more important than we let them get a few high scores.

The Ministry of Education has formulated and issued the Guidelines for Moral Education in Primary and Secondary Schools.

In the "implementation approach and requirements", the "six education" proposed, namely: curriculum education, cultural education, activity education, practice education, management education, and collaborative education.

"Educating people" is the fundamental mission of education, the fundamental responsibility of teachers, and the fundamental value of subject teaching. According to different levels, discipline teaching and education include discipline knowledge education, discipline skill education, discipline activity manual education, discipline ideological education, discipline culture education and discipline life education.

They focus on "educating their knowledge", "educating their ability", "educating their action", "educating their hearts", "cultivating their roots" and "educating their lives". This shows that the discipline teaching should not only "teach people to fish", but also "teach them to fish and fishing grounds", but also to make them understand "what fish to fish, how to fish geometrically", know "when and where to fish" and understand the true meaning of "when and where to fish", and make them move towards the consciousness and self-discipline of "protecting fish and protecting the environment, harmonious nature".

Modern educational thinking attaches importance to both science education and humanities education, and advocates the unification of the two and the integration of each other in practice. In the daily education work, as general educators, we should pay attention to the implementation of science education at all levels of educational life according to the characteristics of our work objects and the reality of the working environment, and at the same time integrate the meaning of humanities education into the hearts of students, and closely integrate science education and humanities education in the context of real educational life.

At the level of understanding, through our grasp of scientific facts, we should teach students to treat scientific activities and the humanistic value of scientific and technological achievements with a correct attitude, regard scientific research as a complex social activity with a strong social consciousness and meaning of life, and oppose the simplistic way of thinking of science for science's sake, and at the same time educate students to learn to treat major issues of society and life with a scientific attitude, implement the scientific spirit into daily life, and adhere to the unity of truth-seeking, goodness and beauty in the attitude towards life. We should fully explore the humanistic value of science education content, and build science education on a solid foundation for serving society, promoting human progress and enhancing life happiness.

Humanities and social sciences is a general term for the humanities and social sciences. The humanities originally referred to the study of human interests, as distinct from the theology that dominated the medieval church; Later, the meaning evolved several times, and its narrow sense refers to the study of Latin, Greek, and classical literature, including philosophy, economics, political science, history, law, literature and art, ethics, linguistics, etc. Social science refers to the science that takes social phenomena as the object of study, such as political science, economics, military science, law, education, literature and art, history, linguistics, ethnology, religion, sociology, etc., and its task is to study and expound various social phenomena and their development laws.

Pedagogy is a social science that takes educational phenomena and educational problems as the research object, summarizes the scientific theories and practices of human educational activities, explores and solves the practical educational problems encountered in the process of the emergence and development of educational activities, and reveals the general laws of education. The research of pedagogy is objective, inevitable, stable, repetitive, realistic, dialectical and scientific. Kant and Hurlbut were the first to clearly put forward the scientific problem of pedagogy, advocating a rationalist view of educational science, believing that only when education becomes a knowledge system that can be expressed with clear concepts and propositions can it truly become a relatively independent and universal science.

After the middle of the 19th century, the emergence of Marxism laid the foundation of dialectical materialist philosophy and natural science for the scientific study of education. Marxist education scholars believe that only by consciously taking Marxism as the guide and effectively achieving the unity of history and logic, fact and value, unity and pluralism, and theory and practice in educational research, can pedagogy truly turn pedagogy into an educational science. The rapid development of modern production, science and technology, and the extensiveness and richness of educational practice have further promoted the development of pedagogy.