教师资格考试中学教育知识与能力章节考点(1.3)（teacher qualification examination, middle school education, knowledge and competence, chapter 1.3）

教师资格考试中学教育知识与能力章节考点13（TEACHERQUALIFICATIONEXAMINATION,MIDDLESCHOOLEDUCATION,KNOWLEDGEANDCOMPETENCE,CHAPTER13）TEACHERQUALIFICATIONEXAMINATION,MIDDLESCHOOLEDUCATION,KNOWLEDGEANDCOMPETENCE,CHAPTER13THETHIRDSECTION,EDUCATIONANDHUMANDEVELOPMENTITHEGENERALLAWOFHUMANDEVELOPMENT1THEMEANINGOFHUMANDEVELOPMENTFROMTHEANGLEOFPEDAGOGYANDPSYCHOLOGY,HUMANDEVELOPMENTREFERSTOTHEDEVELOPMENTOFTHEINDIVIDUALTHEINDIVIDUALDEVELOPMENTOFTHESOCALLEDPEOPLE,REFERSTOTHEINDIVIDUALFROMTHEBEGINNINGOFTHEBABYAFTERBIRTH,BYTHEDEVELOPMENTOFCHILDHOOD,CHILDHOODANDYOUTH,YOUTHANDADULTTHISDEVELOPMENTPROCESSISINTHEFAMILY,SCHOOLANDSOCIALINFLUENCENEXT,THROUGHINDIVIDUALPRACTICE,THEINDIVIDUALFROMAWEAKANDNEONATALDEVELOPMENTHASBECOMEABSOLUTELYIGNORANTOFTHEKNOWLEDGE,SKILLSANDIDEAS,CANINDEPENDENTLYPARTICIPATEINSOCIALACTIVITIESOFTHEMEMBERSOFTHESOCIETYHUMANDEVELOPMENTINCLUDESINDIVIDUALPHYSICALDEVELOPMENTANDPSYCHOLOGICALDEVELOPMENTTHEDEVELOPMENTOFTHEBODY,THEONEHANDREFERSTOTHENORMALDEVELOPMENTOFANORGANISM,REFERSTOTHESTRUCTUREOFTHEBODYINCLUDINGVARIOUSORGANS,THEHEALTHYDEVELOPMENTONTHEOTHERHANDREFERSTOTHEPHYSICALENHANCEMENT,WHICHENHANCEPHYSIOLOGICALFUNCTION,INCLUDINGENHANCINGTHEORGANSYSTEMPHYSIOLOGYTHEFUNCTIONOFPSYCHOLOGICALDEVELOPMENTONTHEONEHAND,REFERSTOTHEDEVELOPMENTOFHUMANCOGNITION,SUCHASFEELING,PERCEPTION,ATTENTION,MEMORY,IMAGINATION,THINKINGABILITY,INCLUDINGTHERELATEDKNOWLEDGEANDSKILLSDEVELOPMENT,ANDAVARIETYOFSPECIALIZEDABILITYONTHEOTHERHAND,REFERSTOTHEDEVELOPMENTOFPEOPLESPSYCHOLOGICALTENDENCYORTHEINTENTIONOFTHEDEVELOPMENT,SUCHASTHENEEDSOFTHEPEOPLE,INTEREST,EMOTION,WILL,CHARACTER,ANDASSOCIATEDWITHTHEDEVELOPMENTOFIDEOLOGYANDMORALITYTWOTHEREGULARITYOFHUMANDEVELOPMENTINTHEPROCESSOFINDIVIDUALPHYSICALANDMENTALDEVELOPMENTTHOUGHTHEREAREDIFFERENCESINTHEDEVELOPMENTOFTHECHARACTERISTICSANDLAWSOFNATUREBUTDIFFERENTINDIVIDUALSINTHEGENERALTRENDOFPHYSICALANDMENTALDEVELOPMENTHAVESOMECOMMON,EDUCATORSMUSTGRASPTHEHABITSOFCHILDRENANDADOLESCENTS,SUCCESSFULLYCARRYOUTTHEEDUCATIONALWORK,WEMUSTUNDERSTANDTHEPHYSICALANDMENTALDEVELOPMENTOFTHELAWOFTHEPEOPLESBODYANDMINDTHELAWOFHUMANDEVELOPMENTINCLUDINGSEQUENCE,PHASEDIFFERENCEANDUNEVENDEVELOPMENT1ORDINALFROMBIRTHTOADULTHOOD,THEINDIVIDUALSPHYSICALANDMENTALDEVELOPMENTISFROMLOWTOHIGHANDFROMSIMPLETOCOMPLEX,FROMQUANTITATIVETOQUALITATIVEDEVELOPMENTOFCONTINUOUSPROCESSFROMTHEPHYSIOLOGICALPOINTOFVIEW,THEPHYSICALDEVELOPMENTISBASICALLYINACCORDANCEWITHTHE“FROMTHEHEADTOTHELOWERLIMBS“,“FROMTHECENTRETOTHEEDGEOFTHEDIRECTIONOFTHEDEVELOPMENTPROCESSFROMTHEPSYCHOLOGICALPOINTOFVIEW,THEDEVELOPMENTOFCHILDRENSTHINKINGABILITYISGRADUALLYDEVELOPINGFROMTHECONCRETEIMAGETHINKINGTOABSTRACTLOGICALTHINKING,MEMORYISAMEANINGLESSMECHANICALMEMORYTRANSITIONTOMEANINGFULMEMORYSTAGEPIAGETSEPISTEMOLOGYALSOBELIEVESTHATTHEDEVELOPMENTOFABODYINACCORDANCEWITHTHECOGNITIVEABILITYISFROMSIMPLETOCOMPLEX,FROMLOWTOHIGHTHESTAGEOFDEVELOPMENT,ANDHUMANCOGNITIONINCLUDINGTHESUCCESSIONOFFOURSTAGES,NAMELYTHEPERCEPTIVESTAGE,PREOPERATIONSTAGE,THESPECIFICOPERATIONALSTAGEANDTHESTAGEOFFORMALOPERATIONTHEREFORE,EDUCATORSMUSTNOTETHATTHEORDEROFINDIVIDUALDEVELOPMENT,NOT“KILL“,QUICK2STAGESTHEDEVELOPMENTOFINDIVIDUALBODYANDMINDISCONTINUOUS,BUTALSOSHOWEDACERTAINSTAGE,SHOWINGTHEDIFFERENTCHARACTERISTICSOFEACHSTAGEWITHTHEDEVELOPMENTOFDIFFERENTCONTRADICTIONSINVARIOUSSTAGESOFPHYSICALANDMENTALDEVELOPMENT,WITHTHEDEVELOPMENTOFMODERNPSYCHOLOGYOFDIFFERENTTASKSTHEPERSONSLIFESUMMEDUPININFANCY,EARLYCHILDHOOD,CHILDHOOD,ADOLESCENCEANDYOUNGADULTHOODANDADULTSTAGESWITHTHEDEVELOPMENTOFTHETWOADJACENTTRANSITIONALSTAGEOFINDIVIDUAL,BUTEACHOFTHETWOSTAGESHAVEGREATDIFFERENCESINPHYSIOLOGICAL,PSYCHOLOGICALANDBEHAVIORALPATTERNS3DIFFERENCETHEDIFFERENCEOFHUMANDEVELOPMENTISDUETOINFLUENCEOFHEREDITY,ENVIRONMENT,EDUCATIONANDOTHERFACTORS,INDIVIDUALDIFFERENCESBETWEENINDIVIDUALSINTHEPHYSICALANDMENTALCHARACTERISTICSSHOWNBYSOMEASPECTSSOMECHILDRENVERYEARLYDEVELOPMENT,BUTSOMECHILDRENARE“LATE“,ASLOWPROCESSOFDEVELOPMENTTHISKINDOFDIFFERENCEONTHEPERFORMANCEOFDIFFERENTCHILDRENINTHESAMEDEVELOPMENTSPEEDANDLEVELINADDITION,THEDIFFERENCEOFINDIVIDUALDEVELOPMENTALSOSHOWEDDIFFERENCESINTHEDEVELOPMENTOFASINGLEINDIVIDUALINDIFFERENTASPECTSTHEREFORE,THEDIFFERENCEOFEDUCATIONMUSTRESPECTANDUNDERSTANDINGOFINDIVIDUALDEVELOPMENT,PAYATTENTIONTOTHEDIFFERENCESBETWEENSTUDENTS,THEDEVELOPMENTOFSTUDENTS,PROMOTEEACHCHILDRENGROWUPHEALTHYFOURDISEQUILIBRIUMALSOHASTHEUNBALANCEDCHARACTERISTICSOFINDIVIDUALPHYSICALANDMENTALDEVELOPMENT,ONEISTHESAMEASPECTOFUNBALANCEDDEVELOPMENTINDIFFERENTAGESTAGES,SUCHASTHEDEVELOPMENTOFINTELLIGENCEAPPEARSTOBEOUTOFBALANCE,AFTERTHEBIRTHOFAVERYFASTDEVELOPMENTINRECENTYEARS,THEDEVELOPMENTSLOWEDDOWNTHESECONDISTHATTHEUNBALANCEDDEVELOPMENTINDIFFERENTASPECTS,SUCHASPSYCHOLOGICALFACTORSTHEPERCEPTIONOFEARLYDEVELOPMENT,ANDTHEDEVELOPMENTOFTHINKINGABILITY,EMOTIONALMATURITYISRELATIVELYLATE5COMPLEMENTARITYTHECOMPLEMENTARYRELATIONSHIPOFINDIVIDUALPHYSICALANDMENTALDEVELOPMENTOFEACHPART,ITFIRSTREFERSTOABODYOFTHEFUNCTIONOFDAMAGEDORMISSING,THEOTHERASPECTSOFTHEEXTRAORDINARYDEVELOPMENTTOGETPARTOFTHECOMPENSATIONIFTHEBLINDTHROUGHHEARING,TOUCHANDSMELLTHESUPERNORMALDEVELOPMENTDEFECTSTOCOMPENSATEEACHPARTOFVISIONTHEBODYMAYHAVECOMPLEMENTARY,FORPEOPLEINCERTAINASPECTSOFTHEIRABSENCECANSTILLPROVIDECONDITIONSINHARMONYWITHTHEENVIRONMENTANDCONTINUETOSURVIVEANDDEVELOPMENTTHECOMPLEMENTARITYALSOEXISTSINTHEPSYCHOLOGICALANDPHYSIOLOGICALFUNCTIONTHEEMOTIONALSTATEOFTHEPOWEROFTHEHUMANSPIRIT,THEWILL,THEBODYCANPLAYAREGULATORYROLE,HELPINGPEOPLEOVERCOMETHEDISEASEANDDEFORMITY,MAKEBODYANDMINDTOCONTINUETODEVELOPONTHECONTRARY,IFAPERSONSPSYCHOLOGICALABILITYISPOOR,LACKOFSELFADJUSTMENTABILITYANDSTRONGWILL,SOEVENIFITISNOTTOOSERIOUSILLNESSORTHEORDEALWILLKNOCKHIMDOWNTHECOMPLEMENTARITYOFINDIVIDUALPHYSICALANDMENTALDEVELOPMENTTELLSUSTHATTHEPOSSIBILITIESOFDEVELOPMENTAREDIRECTLYVISIBLE,SOMEAREHIDDEN,ANDTHEQUALITYOFSELFCONFIDENCEANDHARDWORKISANIMPORTANTPARTOFEDUCATIONTWO,THEMAINFACTORSAFFECTINGPEOPLESDEVELOPMENTTHEREAREMANYFACTORSTHATAFFECTTHEDEVELOPMENTOFINDIVIDUALMINDANDBODY,BUTTHEMOSTIMPORTANTFACTORSAREHEREDITY,ENVIRONMENT,EDUCATIONANDINDIVIDUALINITIATIVETHESEFACTORSAREINTERRELATEDANDINFLUENCEEACHOTHERIHEREDITYGENETICQUALITYHASIMPORTANTSIGNIFICANCEINTHEINDIVIDUALPHYSICALANDMENTALDEVELOPMENTGENETICQUALITYREFERSTOSOMECHARACTERISTICSOFINDIVIDUALTALENTINHERITEDFROMTHEPREVIOUSGENERATION,INCLUDINGSOMEINHERENTCHARACTERISTICSSUCHASANATOMYANDPHYSIOLOGY,BODYCHARACTERISTICS,SENSORYANDNEUROLOGICALFEATURESFIRST,PROVIDETHEPOSSIBILITYOFGENETICQUALITYFORPEOPLESPHYSICALANDMENTALDEVELOPMENT,ITISTHEPREMISEOFPHYSIOLOGICALPEOPLESPHYSICALANDMENTALDEVELOPMENTWITHOUTTHESEPHYSIOLOGICALCONDITIONS,PEOPLESPHYSICALANDMENTALDEVELOPMENTWILLBEREALIZEDSECONDLY,THEDEGREEOFMATURITYOFTHEQUALITYOFPHYSIOLOGICALANDGENETICINFLUENCESTHEAGECHARACTERISTICSOFPEOPLESPHYSICALANDMENTALDEVELOPMENTPSYCHOLOGISTGESELLSIDENTICALTWINLADDERTESTPROVEDTHATTHEMATUREDEGREEOFGENETICQUALITYRESTRICTSTHELEVELOFPHYSICALANDMENTALDEVELOPMENTANDPHASEONCEAGAIN,THEGENETICQUALITYOFTHEPEOPLEAREDIFFERENT,HAVECERTAINEFFECTSONTHEDIFFERENCESOFGENETICQUALITYOFPHYSICALANDMENTALDEVELOPMENTOFPEOPLETHISDIFFERENCEISMAINLYMANIFESTEDINTHEFINALLY,GENETICQUALITYISALSOPLASTICTHEGENETICQUALITYOFHUMANBEINGCHANGESWITHTHEENVIRONMENT,EDUCATIONANDPRACTICETWOENVIRONMENTTHEENVIRONMENTISTHESUMOFALLEXTERNALFACTORSDIRECTLYORINDIRECTLYAFFECTTHEINDIVIDUALSPHYSICALANDMENTALDEVELOPMENT,ALLWITHTHEPURPOSEOFFOSTERINGTALENTSOUTSIDEOFINDIVIDUALDEVELOPMENT,SUCHASTHEINTERACTIONOFSOCIALANDECONOMICLIFE,CULTURALLIFE,RELATIVESANDFRIENDSCANBESEENASTHEINFLUENCEOFTHEENVIRONMENTTHEDEVELOPMENTOFTHEBODYANDTHEMINDCANNOTDOWITHOUTTHEINFLUENCEOFTHEEXTERNALENVIRONMENTATFIRST,THEEXTERNALSOCIALENVIRONMENTISTHEOBJECTIVECONDITIONSOFINDIVIDUALPHYSICALANDMENTALDEVELOPMENT,MATURE,HAVECERTAINRESTRICTIONONTHEDEVELOPMENTOFHUMANLIFEIFTHEGENETICQUALITYPROVIDESTHEPOSSIBILITYFORHUMANDEVELOPMENT,SOTHEINFLUENCEOFTHESOCIALENVIRONMENTCANTAKETHISPOSSIBILITYINTOREALITYINANCIENTCHINA,XUNZIATTACHESGREATIMPORTANCETOINFLUENCEINFLUENCEONTHEENVIRONMENTHEPROPOSED“A,NOTSTRAIGHTUPSINCEBAISHAINNIRVANA,WITHALLBLACK“SECONDLY,EFFECTSONTHEENVIRONMENTCANNOTDOWITHOUTTHESOCIALPRACTICE,SOCIALPRACTICEFORTHEPEOPLEDEVELOPMENTISOFDECISIVEIMPORTANCETHREEEDUCATIONSCHOOLISASPECIALIZEDTRAININGPLACES,HASVERYIMPORTANTSIGNIFICANCETOPEOPLESPHYSICALANDMENTALDEVELOPMENTOFEDUCATIONFIRST,EDUCATIONISTHEDEVELOPMENTOFTHEMOSTIMPORTANTEXTERNALFACTORS,EDUCATIONDETERMINESTHEDIRECTIONOFDEVELOPMENTANDTHELEVELOFHUMANDEVELOPMENTEDUCATIONISAPURPOSEFULACTIVITYTOCULTIVATEPEOPLE,TOEXCLUDETHEIMPACTOFEXTERNALADVERSEFACTORS,THEYOUNGERGENERATIONTOWARDSAHEALTHYANDPOSITIVEDIRECTIONSCHOOLEDUCATIONPLAYSALEADINGROLEINPEOPLESPHYSICALANDMENTALDEVELOPMENT,PLAYSANIMPORTANTROLEINTHEOBJECTIVE,SYSTEMATIC,SPECIALIZEDANDBASICDEVELOPMENTOFYOUNGPEOPLEESPECIALLYSELECTIVESCHOOLEDUCATION,CREATEFAVORABLECONDITIONSANDMOREPOSSIBILITIESFORTHEDEVELOPMENTOFTRAININGTARGETSELECTION,THECHOICEOFEDUCATIONALCONTENT,TEACHINGMETHODS,ANDTHECHOICEOFMEANSFORTHEDEVELOPMENTOFCHILDRENANDTEENAGERSHOWEVER,WESHOULDALSOSEETHESCHOOLEDUCATIONFORTHELEADINGROLEOFINDIVIDUALPHYSICALANDMENTALDEVELOPMENTISNOTUNLIMITED,MUSTTAKETHEGENETICQUALITYASTHEBASIS,ONTHECONDITIONOFTHEEXTERNALENVIRONMENTTHEREFORE,WESHOULDNOTBEEXAGGERATEDTHEROLEOFEDUCATION,ITSHOULDBEAREALISTICVIEWOFSCHOOLEDUCATIONINTHEPHYSICALANDMENTALDEVELOPMENTFOURSUBJECTIVEINITIATIVEOFTHEINDIVIDUALTHEDEVELOPMENTOFEDUCATIONANDTHEENVIRONMENTONTHEINDIVIDUALPHYSICALANDMENTALFUNCTION,ONLYTHROUGHHUMANACTIVITIES,NAMELYTHEEXERTIONOFSUBJECTIVEINITIATIVEOFSTUDENTSCANBEACHIEVEDONLYTHEINTERNALDEMANDANDEXTERNALENVIRONMENTCONDITION,THEEDUCATIONCOMBINED,INORDERTOREALIZEHUMANHEALTHANDALLROUNDDEVELOPMENTSTUDENTSSUBJECTIVEINITIATIVEISTHEINNERSELFTHEPOWEROFINDIVIDUALPHYSICALANDMENTALDEVELOPMENTONLYBYCONSTANTLYIMPROVINGSELFAWARENESS,EXPANDINGSOCIALEXPERIENCEANDENHANCEPEOPLESINITIATIVE,THEINDIVIDUALCANCONSCIOUSLYCHOOSETODEVELOPTHEIROWNGOALS,ACTIVECONTROL,ARRANGETHEIRACTIONS,SOASTOREALIZETHEINDIVIDUALPHYSICALANDMENTALHEALTHANDHARMONIOUSDEVELOPMENTGOALSTHEREFORE,EDUCATORSSHOULDTIMELYTOTHESTUDENTSREQUEST,AROUSESTUDENTSINNERNEEDSANDMOTIVATION,ANDENCOURAGESTUDENTSTOTAKEPOSITIVEACTIONTOWORKHARD,INORDERTOEFFECTIVELYPROMOTETHEIRPHYSICALANDMENTALDEVELOPMENTTHREE,THEROLEOFEDUCATIONINTHEDEVELOPMENTOFINDIVIDUALBODYANDMIND1EDUCATIONPROMOTESINDIVIDUALITYANDSOCIALIZATIONOFINDIVIDUALS1INDIVIDUALPERSONALIZATIONPERSONALIZATIONISINDIVIDUALANDUNIQUEPERFORMANCEASINDIVIDUALSLIVINGINSOCIALLIFE,HABITS,PERSONALITY,PERSONALITYANDBEHAVIORMAYNOTHAVETHESAMEPERSONALIZEDREFLECTEDINTHEPREDECESSORSONTHEBASISOFDEVELOPMENTANDINNOVATION,ITSCOREISTHEINDIVIDUALINSOCIALPRACTICEAUTONOMY,INITIATIVE,UNIQUEANDCREATIVEMININGANDASCENDTHEDEVELOPMENTOFPERSONALIZEDEDUCATIONISMAINLYREFLECTEDINTHREEASPECTS,NAMELY,EDUCATIONCANPROMOTEPEOPLESCONSCIOUSNESSANDTHEVALUEOFINDIVIDUALDEVELOPMENTANDINDIVIDUALCHARACTERISTICSOFTHEIMPLEMENTATIONFIRST,EDUCATIONCANPROMOTETHEFORMATIONOFINDIVIDUALCONSCIOUSNESSANDENHANCETHEABILITYOFSELFEDUCATIONTHISISTHEFOUNDATIONTOPROMOTETHEINDIVIDUALEDUCATIONSECONDLY,ACCORDINGTODIFFERENTTHEPERFORMANCEOFTHESTUDENTSOFDIFFERENTPSYCHOLOGICALDEVELOPMENTLEVELANDTHEABILITYTOPROMOTETHEFULLDEVELOPMENTOFINDIVIDUALDIFFERENCES,THEDEVELOPMENTOFINDIVIDUALITYEDUCATIONTHIRDLY,CONDUCIVETOTHEDEVELOPMENTOFCREATIVEACTIVITIES,THEDEVELOPMENTOFINDIVIDUALCREATIVITY,ACHIEVEAVALUEMOREKNOWLEDGE,MORECAPABLE,MOREMORAL,THEVALUEOFINDIVIDUALLIFEISHIGH2,INDIVIDUALSOCIALIZATIONTHESOCIALIZATIONOFINDIVIDUALLEARNINGBEHAVIOR,SOCIALINTERNALIZATIONOFSOCIALVALUES,OBTAINKNOWLEDGEANDSKILLSTOADAPTTOSOCIALLIFE,ANDTHESOCIALVALUEHASBECOMEAPARTOFSELFISTHEPROCESSOFSOCIALIZATIONWITHOUTENDPOINT,ITISACONTINUOUSPROCESS,ANDCONSTANTLYADJUSTTHEINDIVIDUALCOGNITIONANDTHECONCEPTOFSOCIALANDINDIVIDUALBEHAVIORTHEMAINCONTENTSINCLUDESOCIALANDCULTURALVALUESANDNORMS,SOCIALNEEDSANDPERSONALSKILLSASAMEMBEROFSOCIETY,SOCIALROLESINDIFFERENTSITUATIONSOFTHETRANSFORMATION,ANDEDUCATIONISABASICWAYOFSOCIALIZATIONTHEEDUCATIONOFTHEINDIVIDUALSOCIALIZATIONFUNCTIONMAINLYEMBODIESINTHREEASPECTSFIRST,EDUCATIONACCORDINGTOTHESOCIALNORMSANDREQUIREMENTSTOPROMOTEINDIVIDUALIDEOLOGYSOCIALIZATIONSECONDLY,THROUGHEDUCATIONTOGUIDEANDREGULATETHEBEHAVIOROFINDIVIDUALBEHAVIOR,PROMOTETHEINDIVIDUALSOCIALIZATIONTHIRDLY,THROUGHEDUCATIONTOGUIDESTUDENTSACCORDINGTOTHEIROWNINTERESTANDABILITYTODETERMINETHEOCCUPATIONINTENTIONANDTHEROLEOFTHEIRFUTUREOCCUPATIONTRAINING,AWARENESSOFTHEROLEOFTHEINDIVIDUALTWOSCHOOLEDUCATIONPLAYSALEADINGROLEINTHEDEVELOPMENTOFPEOPLESMINDANDBODYTHEINFLUENCEOFSCHOOLEDUCATIONONTHEDEVELOPMENTOFPEOPLESPHYSICALANDMENTALISRELATIVELYCOMPREHENSIVEANDSYSTEMATIC,ANDGOODSCHOOLEDUCATIONPLAYSALEADINGROLEINTHEDEVELOPMENTOFINDIVIDUALSMINDANDBODYHOWEVER,THELEADINGROLEOFSCHOOLEDUCATIONCANONLYBEACHIEVEDUNDERCERTAINCONDITIONS,ANDITCANNOTPLAYANUNLIMITEDROLEFIRSTOFALL,WITHTHEPURPOSEOFSCHOOLEDUCATIONSCHOOLISASPECIALIZEDTRAININGPLACESDUETOAVARIETYOFSCHOOLEDUCATIONACTIVITIESARECARRIEDOUTINAMANMADEENVIRONMENT,MEANINGFULANDPLANNEDACTIVITIESOFTEACHERSISALSOCAREFULLYDESIGNED,SOTHEPURPOSEOFSCHOOLEDUCATION,THESIGNIFICANCEISVERYSTRONGSECONDLY,SCHOOLEDUCATIONHASPROFESSIONALANDSYSTEMATICTHESCHOOLEDUCATIONNOTONLYHASSPECIALIZEDTEACHINGPLACES,FULLTIMEEDUCATION,ANDTHESYSTEMSELECTEDTHEKNOWLEDGESYSTEM,TEACHINGMETHODSANDMEANSOFEDUCATION,SOTHESCHOOLEDUCATIONHASASTRONGPROFESSIONALATTHESAMETIME,BECAUSEOFTHEHUMANCULTUREISACOMPLEXSYSTEMENGINEERING,SOTHESCHOOLEDUCATIONSYSTEMISVERYSTRONGAGAIN,THESCHOOLEDUCATIONISBASICTHEPURPOSEOFEDUCATIONISTOTEACHCHILDRENTHEBASICKNOWLEDGEANDSKILLSNECESS