Representative figures: German Man Mei and Rai.
Basic viewpoints: First, oppose speculative pedagogy represented by Herbart; Secondly, it advocates applying the research results and methods of experimental psychology to educational research; Third, divide the basic stages of educational experiments; Fourthly, it advocates exploring the characteristics of children's psychological development process and their intellectual development level through experiments, statistics and comparison, and taking the experimental data as the basis for reforming the education system, curriculum and teaching methods.
Basic evaluation: first, advocate quantitative research methods to promote the development of educational science; Secondly, influenced by positivism and natural science research methods, the experimental scientific method he advocated has great limitations.
(2) Cultural pedagogy (psychological science pedagogy)
Representative figures: Dilthey, Spranger, Park Jung-soo, etc.
Basic viewpoints: first, man is a kind of cultural existence, and human history is a kind of cultural history; Second, the object of education is people, and the educational process is a historical and cultural process; Third, educational research must adopt the method of spiritual science or cultural science; Fourthly, the purpose of education is to promote the transformation from the objective culture of social history to the individual's subjective culture, guide the individual's subjective world to a broad objective cultural world and cultivate a complete personality; Fifth, the main way to cultivate a complete personality is to cultivate and awaken, and to construct a dialogue between teachers and students.
Basic evaluation: 1. Cultural pedagogy profoundly influenced the development of pedagogy in Germany and even the world in the 20th century, and gave many inspirations to the essence of education. Secondly, its defects and shortcomings are that it is too speculative, and it is difficult to give a targeted and operational definition when solving practical educational problems; Ignoring the influence of educational constraints and the laws of political, economic and personal physical and mental development; It is one-sided to regard understanding as the only method of educational research.
(3) Pragmatic pedagogy (▲): short answer
Representative figures: Dewey, Ke Qubo, etc.
Basic viewpoints: First, education is life. Dewey disapproves of the view that education is to prepare for future life, but thinks that education is life itself and education should be closely related to current life. Second, education is the continuous growth of students. Dewey believes that there is a difference between experience and knowledge, knowledge can be shared by all people through communication, and experience is individual and situational. This shows that education is not to let students learn some knowledge unrelated to life from the outside, but to promote the continuous transformation and reorganization of students' daily life experience. Third, the school is an embryonic society. Dewey believes that schools should not be ivory towers isolated from society, but should be a part of society. Fourth, learning by doing is an educational method. Dewey believes that children should gain knowledge and experience from various activities and life practice. Fifth, student-centered; Sixth, the curriculum organization centers on students' experience and interests.
Basic evaluation: first, pragmatism pedagogy is based on American pragmatism culture, which embodies the spirit of American culture, deeply criticizes the traditional educational concept represented by Herbart, and promotes the development of pedagogy; Secondly, it has some shortcomings, such as ignoring systematic knowledge learning, the leading role of teachers and the relative independence of education.
(4) Institutional pedagogy
Representative figures: Wu Li, Vasquez, etc.
Basic viewpoints: first, the study of pedagogy should first study the educational system and make clear the influence of the system on individual behavior in the educational situation; Second, the bureaucracy in education and the isolation between teachers and students and administrative personnel are mainly caused by the education system; Third, the purpose of education is to achieve social change. To achieve this goal, school education should help educators and learners to regard the "established" (that is, the system imposed by the outside world) as "the system under construction" (that is, the self-management system caused by the free communication between individuals); Fourthly, the analysis of the education system should not only analyze the explicit system, such as the system of educational organization and student life, but also analyze the implicit system, such as the use of school buildings and technical means.
Basic evaluation: On the positive side, institutional pedagogy pays attention to the relationship between education and society, attaches importance to the influence of the external environment of education, especially institutional problems, and promotes the development of educational sociology.
Negative: Institutional pedagogy relies too much on psychoanalytic theory to analyze the relationship between institution and individual behavior, which is one-sided.
(5) Marxist pedagogy (▲)-short answer
Representatives: Jia Ning, Kailov, Yang Xianjiang, etc.
Basic viewpoints: first, education is a social and historical phenomenon, which has a distinct class nature in class society, and there is no education divorced from social influence; Second, education originated from productive labor, and changes in the mode and nature of labor will inevitably lead to changes in the form and content of education; Third, the fundamental purpose of education is to promote the all-round development of students; Fourthly, the combination of education and productive labor is not only an important method to promote the development of productive forces, but also the only way to cultivate people with all-round development; Fifth, in the relationship with politics, economy and culture, education is restricted by them on the one hand, and relatively independent on the other, which greatly promotes the development of social politics, economy and culture; Sixth, insist on using Marx's methodology to study education.
Basic evaluation: The emergence of Marxism has laid a scientific methodological foundation for the development of pedagogy, but for various reasons, it is often easy to be simplified, mechanized and over-politicized in practical application.
(6) Critical pedagogy
Representative figures: Bowles, april, Budile, etc.
Basic viewpoints: First, the school education of contemporary capitalism is not a force for the establishment and liberation of democracy, but a tool for maintaining the unfairness and injustice in the real society, which is the root of social differences, social discrimination and social opposition; Second, education corresponds to society. What kind of social politics, economy, culture, there is what kind of school education institutions. Social and political ideology, cultural pattern and economic structure strongly restrict the school's purpose, curriculum, teacher-student relationship and evaluation methods. The function of school education is to regenerate the social and political ideology, cultural relations and economic structure dominated by export. Third, the public has lost the "consciousness" of this de facto inequality and injustice, and regards it as a natural thing, not the result of deliberate manufacture by some interest groups; Fourthly, the purpose of critical pedagogy is to reveal the interests behind seemingly natural facts, to help teachers and students remain sensitive to their educational environment and many factors that make up the educational environment, that is, to "enlighten" them so as to achieve the purpose of "liberating" their consciousness, so as to actively seek strategies to overcome educational and social inequality and injustice; Fifth, the educational phenomenon is not neutral and objective, but full of conflicts of interest. The attitude and method of educational theory research should not be scientific, but should be a criticism of practice.
Basic evaluation: first, critical pedagogy inherits some basic viewpoints and methods of Marxism; Second, it is conducive to a deeper understanding of capitalist education; Third, it is highly combative, critical and liberating.