: 输出为本教育理念如今得到不少学者的提倡。“输出为本”的教育理念契合联合国教科文组织提倡的“学会融入世界”的最新理念, 适应文秋芳教授提出的“输出驱动假设”, 且得到了以高中化学、英语、音乐的诸多学科案例的论证。以此为基础, 可以构筑起“输出为本”的教育理念, 这一理念可以将诺贝尔奖物理学得主———理查德·费曼的学习法作为理论根基, 以华南师范大学王红教授提出的“输出为本”教学范式作为实践基础。这一理念的特征在于: 突出教育的全过程管理, 将输出视为可囊括全局的重要阶段; 强调输出教育与高科技时代的结合, 重视“计算思维—逻辑导图—图标输出”的逻辑架构; 建构目标在于全人类教育目标的输出、文化传承民族复兴的输出、世界共生时代共鸣的输出。正因为如此, 输出为本教育理念体现了中国教育改革, 尤其是基础教育阶段改革的新思路, 也代表着新时代教育理念的改革、创新与拓展。

The educational idea of “output-oriented” education has gained advocacy among scholars now. The educational philosophy of “output-oriented” is in line with the UNESCO’s latest concept of “Learning to Live with the World” and adapts to Professor Wen Qiufang’s “Output-Driven Hypothesis, ” and has been demonstrated by many disciplinary cases in high school chemistry, English, and music. Based on this, an educational philosophy of “output-oriented” can be constructed. It builds upon the learning methodology of Nobel Laureate in Physics Richard Feynman and aligns with the “output-oriented” teaching paradigm proposed by Professor Wang Hong of South China Normal University. The characteristic of this concept is to emphasize the whole process management in education, treating output as a key stage that covers the entire teaching process. It highlights the integration of output-oriented education with the hightech era, prioritizing the logical framework of “computational thinking—logical mind mapping—graphic output. ” The construction goal is to output the educational goals of all mankind, the cultural inheritance and national rejuvenation, and the resonance of the era of world coexistence. Therefore, the “output-oriented” educational idea reflects a novel approach to China’s educational reform, particularly in fundamental education, and represents the reform, innovation, and expansion of educational ideas in the new era.