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| Who Benefits from the “Educational Disease”Estranging Direct Experience？——From the Perspectives of Experience Structure and School Culture |
| Zhu Xinzhuo Zhang Congcong |
| School of Education， Huazhong University of Science and Technology， Wuhan 430074 |
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Abstract In the knowledge learning in school education， students’ activating and digesting of the indirect experience in teaching materials should be based on students’ deep direct experience accumulated from their practice. Then students can apply the knowledge to practice and reconstruct their knowledge structure integrated with survival. But in the examination-oriented school education， students’ practice is being squeezed by academic learning，which results to students’ lack of rich deep direct experience. Students’ knowledge learning is divorced from direct experience and practice，lacking deep understanding of knowledge and meaning. It is an “educational disease” estranging direct experience， which is common in both urban and rural school education in China. However，from the results of entrance exams，this paper finds that， the students from the urban middle and upper class get benefit. The reasons are various. In terms of experience structure and its correspondence with school culture，while there is insufficient direct experience in both urban and rural school education， the urban middle and upper class students master more structured experience， which corresponds with the school culture preferring academic knowledge and contributes to their academic advantage. This correspondence and advantage are strengthened in examination-oriented and competitive school education. To relieve the above-mentioned “educational disease” and narrow the class gap in entrance exams， school culture should fully absorb the connotation of labor and practice， schools and families should guide students into depth-participation in labor and practice to accumulate deep direct experience， and schools should carry out teaching，evaluation and enrollment based on deep direct experience.
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Received: 16 July 2020
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2020, Vol. 59 
