However, when we finally realized that development had to change the mode of economic growth at the expense of high consumption of resources and high destruction of environment and ecology, when the development made rapid progress in economy and wealth, the psychological gap was aggravated, the conflict of values was serious, interpersonal relationships were damaged, and the cultural connotation was "lost". We had to face up to the simultaneous construction of spiritual civilization, institutional civilization and material civilization ... Scientific Outlook on Development with comprehensive, coordinated and sustainable development naturally entered our sight. Scientific Outlook on Development usually refers to the methodology of "putting people first, establishing a comprehensive, coordinated and sustainable development concept and promoting the all-round development of economy, society and people" put forward by the Third Plenary Session of the 16th CPC Central Committee, and promoting the reform and development of various undertakings in accordance with the requirements of "coordinating urban and rural development, regional development, economic and social development, harmonious development between man and nature, domestic development and opening up". Scientific Outlook on Development is a new concept of development that conforms to the development trend of the contemporary world. This kind of Scientific Outlook on Development must take "people-oriented" as the core, and be comprehensive, coordinated and sustainable. Some commentators believe that "people-oriented should be talent-oriented". "Talent-oriented" is only one aspect of the problem, which is only explained from the perspective of social development strategy and instrumentalism. This consideration is necessary, but not comprehensive. "People-oriented" also contains rich and profound connotations in ontology and values. For a long time, China's pedagogy research has only considered the needs of social development, neglected the needs of individual development, treated the relationship between society and people in a fragmented way, and made an either-or choice between society and individuals, basically forgetting that social development should ultimately seek happiness for mankind, the crowd and mankind. In this way, pedagogy has become a "supercilious" pedagogy, a "semi-pedagogy" and a one-dimensional social-oriented pedagogy. The ideological emancipation and the introduction of academic resources brought about by the reform and opening up have broadened the horizons of pedagogy and begun to pay attention to the existence of people in pedagogy. However, they always only pay attention to "people" in the abstract sense, and often only mechanically apply psychological research conclusions about people to academic thinking and educational practice, but still lack real attention to real people. This tendency to treat others abstractly once made the slogan of "people-oriented" empty and everyone could sing it, but in practice, even in consciousness, it is difficult to see it being implemented concretely and truly. Education is such a career, facing people directly, through people and for people. It is a profession that embodies life care and has the mission of promoting people's life growth among all kinds of people-oriented occupations in society. The idea that the value orientation of "people-oriented" in pedagogy is further promoted is "people-oriented development". However, when this view is developed concretely, there are many differences: either the all-round development of human beings, the development of human subjectivity or the development of human personality. Under these orientations, many researchers from the front line of educational practice and educational theory in China have also made various attempts on the educational practice system and educational theory, enriching the educational reform and development process in China in the past 30 years. However, we should also see that these "development-oriented" formulations emphasize a certain aspect of human development, but fail to touch the substantive core of human development. "Development, as an open and generative dynamic process, is neither external nor spontaneous, and human development can only be realized in the interaction of human relations and activities. Therefore, we should not only set the requirements of development from the perspective of isolated individuals, but also consider the question that "what to develop" should be the basis of students' development within the framework of "relationship" and "activity". "According to our long-term infiltration experience in the front line of education reform, as well as our observation, thinking and experience of life, practice and their inherent complex relations, we believe that' people-oriented' in the sense of pedagogy should be' based on the positive and healthy growth of individuals and the spiritual life of all mankind'. As the highest life in the universe, spirit (or thought) is all the dignity and pride of human beings. The mission of education is to cultivate and develop human spiritual life, so it also has the highest dignity and pride of human beings. In the development of individual spiritual life, there are two basic relationships and activities: the relationship and practice between the individual and the surrounding world; The relationship between individual and self and the activities of reflection and reconstruction. In these two activities, there are basically two ways that individuals can take: active or passive. In today's era of intensified social change and increasing uncertainty of living environment, it is particularly important for individual practice to remain active. How likely is it for individuals to take the initiative to practice? Even the smallest movement of living things is based on "self-operation", which is rooted in the innate self-generation and self-regeneration self-organization ability. " As for us humans, we have consciousness, language and culture. We are individuals-subjects who can make decisions, make choices, make policies, enjoy freedom and make inventions. "From the perspective of education, this kind of' operation/cognition' activity, this essential power, for individuals, not only exists in the process of material life, but also points to the environment and object of spiritual life, pointing to people's inner world and their own development problems, and has evolved into a spiritual power to plan their own lives and master their own destiny. It is the most fundamental value of education, especially basic education, to help everyone in society realize the value of life and get a happy life by participating in and serving the society, developing and perfecting themselves. The above explanation of Scientific Outlook on Development's interpretation from the standpoint of pedagogy can be directly called "scientific view of human development", which is a necessary supplement to Scientific Outlook on Development's interpretation from the social point of view, because man is the mother of society, he is the starting point and destination of education, and of course it is also the premise and destination for Scientific Outlook on Development to reflect its power to change and develop society. Second, from the perspective of Scientific Outlook on Development, reflect on the concept of education and talent. From the perspective of social development, education should provide an educational foundation for social development, especially by cultivating talents and spreading culture to serve and promote social development. Extensive social education and the cultivation of specialized talents are two important aspects that provide a solid educational foundation for social development, both of which involve the concept of education, and the latter involves the concept of talents. 1. Renewing educational concepts through historical reflection and realistic observation has always been valued by China traditional culture. At the beginning of Xue Ji, it says: "Building the country and building the people, teaching comes first", and it also says: "A gentleman must learn if he wants to turn people into customs." Both "teaching" and "learning" here refer to "education". Ancient education basically only involved the cultivation of ruling talents such as "scholars" and "gentlemen", and education was more about educating people. The interpretation of the essence of education in ancient times has a profound meaning of the unity of man and nature. For example, the article "The Doctrine of the Mean" says: "Destiny is nature, frankness is Tao, and cultivation is teaching. "This will integrate heaven, humanity and education, and connect Ming Dow, knowledge, behavior, adults and things, so as to achieve the purpose of praising the cultivation of heaven and earth and participating with heaven and earth. However, the ancient enlightenment was limited to moral, political and academic fields, serving the interests of the ruling class. It teaches people to live in their own places and maintain their own views, thus ensuring social stability and peace, but it leaves no room for individuals or communities to develop and realize themselves. Under the background of today's social development, we should pay more attention to the continuous improvement of the basic quality of all citizens in the sense of mutual benefit between society and individuals, and constantly promote social prosperity, national harmony, national prosperity and personal happiness. The more important difference is that the harmony advocated by ancient society is the original harmony between man and nature, and it is the interpersonal harmony above the lower level of productivity. Today, the core of Scientific Outlook on Development's theory closely revolves around the balance between man and nature and the coordination between people. The former needs to link human development with resource consumption, environmental degradation and ecological stress. The latter is more difficult to coordinate, and it is necessary to gradually realize the adjustment and justice of interpersonal relations (including intergenerational relations) not only through the awakening of human consciousness such as public opinion guidance, ethical norms and moral inspiration, but also through the effective organization of human activities such as legal constraints, social order and cultural orientation. To sum up, effectively coordinating the relationship between "man and nature" is the basis to ensure the sustainable development of society; Correctly handling the relationship between "people" is the core of realizing social sustainable development. Education should play an important role in the coordination of these two aspects and can play its unique role. However, from the actual situation, the current exam-oriented education is not enough to shoulder this heavy responsibility in quality. However, the strong sense of social responsibility, critical thinking and innovative consciousness, communication ability and cooperative spirit, as well as the consciousness and ability to plan life independently, which are needed to coordinate and deal with these two relationships, are not fully provided by our education, and even rarely realized the importance of these qualities. Education facing the future is related to the lifelong development of individual life and the long-term stability of society. The "lifelong" turn of contemporary education needs to change the traditional concept of one-off lifelong education and lay the foundation for lifelong learning and development of a new generation. Accordingly, basic education needs to redefine the meaning of "foundation" in the future, and put the factors that used to be regarded as "soft quality" such as interest, habits, personality quality and way of thinking in an important basic position. Education serves the society, which requires that on the one hand, education should take the needs of social development and the requirements for members as important tasks that school education must meet, especially the growth of people's demand from "learning" to "learning" as the driving force to promote its own connotation development and achieve high quality and balance. On the other hand, it is necessary to promote students' socialization, enhance their sense of social responsibility, and encourage students to set up their aspirations to realize the value of life in the process of making contributions to society. From the above two aspects, it embodies the contemporary value of educational sociality. Education is directly facing life, and primary and secondary school students are in an important period of fastest growth, most likely to learn and most in need of learning. However, in reality, there are many disadvantages in education, such as imparting subject knowledge and skill training and ignoring the development value of students' individual lives, that is, "knowing without life" and "teaching without teaching". One of the reasons is that we regard scores, enrollment rate and award-winning rate as the whole purpose of education, which is too utilitarian. The way to correct the deviation is to return to the life position of education, and to measure the effectiveness of educational activities by the situation of individual life growth and the satisfaction of education to reasonable growth needs. 2. Establish a new talent view based on the new educational concept. At the beginning of reform and opening up, "respecting knowledge and talents" was an important idea to guide education back to the normal track. 1985 "the central government's decision on the reform of the education system" clearly states that the fundamental purpose of the reform of the education system is to improve the national quality and train more and better talents. It also expresses the great and arduous task of talent training in the new period with one "hundreds of millions" and two "tens of millions". In 2003, "Decision of Central the State Council on Further Strengthening Talent Work" put forward the important strategic thought of strengthening the country with talents. This is another major strategic move after the strategy of rejuvenating the country through science and education. China is a big country in human resources, but from the perspective of the total amount, structure and quality of talents, it is still far from meeting the needs of economic and social development and is not a strong country in human resources. For a long time, the identification of talents has been based on the standard proposed by 1982, that is, "people with technical secondary school education or above and professional titles above junior level". This talent standard once played a positive role under the conditions at that time, but this talent view left a misunderstanding of "education+professional title = talent". With the advancement of reform and the development of society, more and more attention has been paid to the practical ability and work performance of talents. The National Conference on Talent Work gave a new definition of talent, namely: "A talent is a person who has certain knowledge and skills, can do creative work and make positive contributions to the construction of socialist material civilization, political civilization and spiritual civilization. "[1][4] The key features of the new concept of talents are: from education-oriented to ability-oriented, attaching importance to the potential of creation and contribution, and putting talents in the process of social development to measure the value created and contribution made by society. In this sense, everyone can become a talent. The understanding of "talent" should not be limited to "talented people" and "skilled people", let alone "tools that can do things", but should deeply understand the internal relationship between "people" and "talents". First of all, in chronological order, "be a man" first, and then "be a man". Talent can appear in a person very early, but it must be later to reach maturity, especially to achieve harmony with "being a man". In the mutual relationship, "man" is the mother of "talent" and "talent" is the special expression of "man". It can also be said that "people" are general and "talents" are special. The fact that the theory of multiple intelligences is applied to early education and early primary education shows that according to the "signs" of individual talent revealed earlier (for example, he may become a visual art talent with good figure and posture, and may become a dynamic artist, etc. ), the gap can be opened so that education can play a role, that is, teaching students in accordance with their aptitude can open the entrance to education and stimulate his initiative to learn and develop independently. But this does not mean that we should start the education of talents from young children. It is undoubtedly a closed and rigid educational concept and train of thought to "lock in" a certain possibility of children's development according to a certain talent signal prematurely, thus making more possibilities impossible. Three. Responsibility and mission of practical education under the guidance of scientific education view and talent view: under the guidance of scientific education view and talent view, the mission of education is to educate adults and help others become talents. The former "person" in the sentence of "educating adults" is a potential and possible person; The "person" of the latter is a realistic person, who gradually gains a sense of life. What is a "person"? Specifically speaking, it is morality, talent and knowledge, and generally speaking, it is truth, goodness and beauty. The "person" in "helping others to become talents" has both human matrix and talent potential. Through the "boost" of education, we will become talents with both reality and unlimited possibilities for future development. Why are you an adult? That is to "teach heaven and earth personnel and cultivate life consciousness." "'heaven and earth personnel' is a summary of what is taught, covering nature, society, self, and the whole world." "Life consciousness" refers to the two-way development of people's "spiritual quality" in three dimensions: cognitive ability, moral quality and personality characteristics, namely "pointing to the external world" and "pointing to the self-construction of the inner spiritual world". A synchronous and comprehensive construction is needed between inside and outside, and finally a self-education force with constant self-orientation, independent development and self-awareness will be formed. From the perspective of lifelong education, basic education lays a comprehensive foundation for lifelong learning and development, so the responsibility of basic education is to "educate people" as the center; Higher education and vocational education are professional or vocational education carried out on the basis of general basic education, and their main goal is to "cultivate talents", that is, to help people master social welfare, individual survival and happiness. As far as the field of basic education is concerned, the implementation of Scientific Outlook on Development needs to solidly promote quality education. In recent ten years, under the requirements of establishing the socialist market economic system and deepening the reform of the education system, building a modern national education system and a lifelong education system, building a learning society, and comprehensively promoting quality education have become the basic ways to enhance the national employment ability, innovation ability and entrepreneurial ability, and strive to turn population pressure into human resources advantages. It has achieved considerable results, but there is still considerable room for deepening and a long road for development. The following is a brief exposition of this issue. 1. Focus on basic education, school reform, and explore new forms of quality education, which shows that there are still problems in understanding "narrowing" quality education as extracurricular activities and "reducing burdens", "reducing exams" or "generalization" as higher education and vocational education. In view of this phenomenon of "narrowing" and "generalization", we should focus on the stage of basic education in promoting quality education, and realize the irreplaceable important role of basic education in improving the quality of the people and the basic role of basic education in laying a happy life for individuals. Quality education is fundamentally an educational concept, not a fixed model. The practice of 30 years' basic education reform has proved that there are many forms of quality education. The "new basic education", the subject education experiment, the overall reform of the school and the new basic education curriculum popularized throughout the country are all concrete manifestations of quality education. However, thoughts can't stop at words. It only enters the brain (cognitive acceptance) and the heart (emotional identification), and also enters the action, becoming a great force to change the school practice form and the living conditions of school teachers and students. If thoughts don't "enter the brain", they will become floating "words". If thoughts don't turn into actions, they can't bring fundamental changes to the overall appearance of classrooms, classes and even schools. Why pay attention to school reform? Due to the practice of primary and secondary education that deviates from the purpose of quality education, there is a problem of narrowing and shortening the "basic" value of basic education. In a narrow sense, it refers to understanding the foundation as a "double foundation" or a compulsory subject for senior high school entrance examination and college entrance examination; Short-term refers to the satisfaction of basic education with the recent and measurable assessment, such as positioning the value of subject teaching on improving test scores, taking civilized evaluation as the goal, and attributing the success of physical education and aesthetic education to winning prizes. These practices lead to the school gradually losing the more fundamental and long-term value of primary and secondary education-the fundamental value of social development and individual lifelong development, and dismembering the integrity and whole process of school education. To restore the integrity and long-term of school education, we must overcome the bias of "quality education" from the aspects of curriculum, information technology and extracurricular activities, realize the overall and structural reform and reconstruction of schools from value orientation to cultural construction, from management to practice (classroom and class), and explore new forms of quality education from the reality of schools everywhere. 2. Grasping the regional positioning, optimizing the promotion mode of quality education, and clarifying the advantages and disadvantages of the location are the prerequisites for effectively upgrading and improving the quality of basic education reform, and then establishing its own development strategy type according to the positioning. If they are temporarily in a strong position, they should become "high-end steady and rising"; In the middle position, it can be "median catch-up"; Those who are temporarily at a disadvantage can be called "low-level catch-up". Different types of regions should start from their own problems and conditions, find effective strategies to promote quality education, and open up development space. The ways to promote the education reform in primary and secondary schools with quality education as the core concept can be divided into three types: top-down, bottom-up and combination of top and bottom, in terms of the order of the initiator and the implementation level. The 30-year reform process shows that both top-down and bottom-up reforms will eventually combine up and down. For example, once the curriculum reform is implemented, it is inseparable from teaching support, school-based training and school-based research; Another example is the "new basic education" research, subject education experiment and overall school reform that originated from the grassroots. Once supported by local governments, they will be transformed into policies and strategies for local basic education reform. This reflects that the three levels are mutually restrictive and supportive. In the above-mentioned reform process, the "alliance of theory and practice" presents a trend of deep cooperation, and the two-way interaction and construction of theory and practice presents a good trend. In the next few years, China's basic education reform will be in the stage of promoting quality education with emphasis on connotation development and quality balance. This is a protracted war, and the appropriate way to promote it should be: on the basis of the respective localization research and exploration in the East, China and the West, through various ways such as "cooperative development of educational research forces", cross-provincial cooperation, the accumulation of local reform resources and sustainable development after international project assistance. This kind of communication includes the radiation from the east to the central and western regions, the counterpart support from cities to towns, and the participation of the central and western regions in the reform research of the east, thus forming an interactive development pattern. 3. In the process of promotion, the reform forces at the central, local and grassroots levels will be formed. The central force of China's basic education reform not only leads the core values of China's socialist construction in the new period, but also regulates the reform behavior by formulating policies and regulations, and gathers the forces of political, economic, academic and other social fields to provide guarantee, support and guidance for the reform. Local power means that the governments below the provincial level make basic judgments on the present situation, advantages, problems and potentials of the local basic education development, and on this basis (proceeding from reality), the central government's intentions, requirements and principles are transformed into feasible directions, objectives, strategic priorities and implementation steps of the local basic education reform and development, and guiding policies and principles are formed. Grassroots strength mainly refers to front-line teachers, principals and grassroots education and teaching researchers. They may have a strong desire and power to change, or they may resist reform because of habit or disappointment. This kind of power needs respect and understanding, as well as awakening and support. The key to the joint efforts of the central, local and grass-roots levels lies in: each level should do its duty, at the same time, it should creatively promote the implementation at the next level and give full substantive support to the next level. For example, at the national government level, it is necessary not only to have careful macro-decision and planning, but also to create a relaxed policy environment for local and grassroots reform and development; At the local government level, it is necessary to consider not only how to implement the strategic tasks of the national government, but also how to provide policy resources and tangible support for schools; At the school level, we should consider how to improve our own connotation and provide valuable experience for the reform of other schools and even the whole region.