Advocacy,Practice,and Construction of the “Output-Oriented” Educational Idea:A Case Study of Curriculum Teaching in Fundamental Education

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.