Introduction to Herbart
Johann friedrich herbart (1776- 184 1) is a famous modern German philosopher, psychologist and educator. He was born in a lawyer's family, and received strict family education since childhood. At the same time, he also widely accepted various new ideas. 1806, he wrote "General Studies" and founded the first educational research institute at the University of Konigsberg.
Herbart is the founder of modern educational science, and he has made important contributions to teaching psychology. Is it recognized in the history of world pedagogy? Father of modern pedagogy? And then what? Founder of science pedagogy? . What did he do? The representative of the teacher center? His theory has a great influence on later generations. However, he overemphasized the role of teachers and books, and the teaching methods tended to be formalized. With the development of modern science, his educational theory is completely out of date.
Herbart's educational theory
Herbart believes that the first step of educational science is to first find the highest purpose of education, and then seek the tools to achieve this educational purpose. He used psychology, ethics and metaphysics to guide his educational theory, and regarded ethics as the theoretical basis of his educational purpose. He advocates that the purpose of education is personal character and social morality.
Herbart thinks? The highest purpose of education? ,? The only job of education and all jobs can be summarized by this concept-morality? ; This kind of morality includes five eternal concepts, namely, the concept of inner freedom, the concept of perfection, the concept of goodwill, the concept of legal rights and the concept of justice. Herbart also divides children's future goals into two parts, namely, expected goals and necessary goals. The so-called desired goal is the goal that a person can sometimes set for himself according to his own free choice, or the goal related to career choice. In order to achieve this goal, education must develop people's diversity and all-round sensitivity and cultivate people's various interests. The so-called necessary purpose is the moral purpose, which a person must achieve in any activity. Herbart believes that the essence of education is to enrich children's minds with various concepts and cultivate them into people with perfect moral character. He disagreed with Pestalozzi's view on the purpose of education. Pei believes that the purpose of education is to cultivate children's various abilities and make them develop harmoniously with various faculties, but he believes that various faculties cannot be separated, and the function of the mind itself is unified, so there is no need to seek their harmonious development. At the same time, he opposed Rousseau's view on the purpose of education. Rousseau believes that the purpose of education is to promote the natural development of children, and he believes that the purpose of education should take into account social adaptation. Herbart advocates personal character and social morality, both of which pay equal attention to each other and do not conflict with each other, such as good will, social cooperative behavior, justice and proper obedience to authority, which are the meanings of his so-called character.
Herbart thinks that morality is the concept of inner freedom, and it becomes a lasting mental state. The so-called concept of inner freedom is a voluntary will. The persistent state of mind consciousness is that ideas exist in consciousness for a long time and dominate the mind. Morality has a voluntary and lasting will, which can control individual behavior. Therefore, the most important task of education is to build the mind and make the moral concept the strongest. This moral concept comes from the judgment and understanding of correct knowledge. He said that when the will conforms to the educational understanding, the moral character is obtained. In other words, character is acquired through education. Although an uneducated person can't be good, it may be because of habit or imitation, lack of correct knowledge judgment and understanding concept choice, and can't produce voluntary and lasting good thoughts like an educated person.
Herbart's Educational Thought
The first is the principle of concentration, which focuses students' attention on an idea and their consciousness on an idea. His disciples organized courses according to this principle. Core courses? That is, all the research in the course is concentrated on a common central topic; For example, his disciple Ziller chose history as the central subject, while American Herbart scholars mcmurry and Frank chose geography as the central subject. There are three reasons for adopting the principle of concentration: first, the research scope of each subject in the course is too wide to take into account. Second, the role of the mind is unified, so personal knowledge should also be unified; Third, the concept of ethics is based on the principle of the unity of spiritual functions.
Second, related principles, even if each part of the central theme contains enough data on related topics; For example, if the research and discovery of the New World in the United States is the central subject, then history, geography, painting, maps, nature, literature, mathematics and other related aspects must be properly coordinated to become a complete textbook. Because of the cooperation of relevant teaching materials, learning is easier to understand.
Herbart believes that moral education not only directly affects children's minds, but also can guide their feelings, wishes and behaviors and form their character. The method of moral education should rely on students' existing virtues. Teachers should be good at discovering the advantages of students, discovering the good characteristics of students and even learning the good characteristics of bad students. Ignite one spark with another. He believes that the methods of moral education include: restraining students; Restrict students; Establish a clear code of conduct; Keep the child's heart? Quiet and clear? ; Encourage children's hearts with rewards and condemnation; To persuade a regular lifestyle, parents should ensure their children's reasonable life order, and at the same time help students distinguish right from wrong and resist the invasion of bad social atmosphere. The system of managing children established by Herbart is widely implemented, but the disadvantage of this system is to suppress children's creativity and make them absolutely obey the authority of adults.
teaching method
Herbart divided the whole educational process into three indispensable conditions: management, teaching and morality. He said:? If you don't firmly and gently grasp the reins of management, it is impossible to teach any lessons. ? Management methods, he believes that the first is intimidation; The second is supervision and related orders and bans; The third is that punishment includes corporal punishment. He also regards fame and love as two auxiliary management means.
Herbatqiang believes that not only the raw materials (textbook content and curriculum organization) of building the mind are very important, but also the procedures and methods (teaching methods) of building the mind. He criticized? Many students learn knowledge by rote, which has nothing to do with students' needs and experience? He thinks this is wrong, and the heuristic teaching method he designed is to build a lively mind and strictly cooperate with the basic principles of human thinking.
Herbart developed the previous viewpoint on education and teaching, and thought that teaching was the most important and basic means of education. He believes that there is no education without teaching, and all teaching will play an educational role. Teaching without moral education is just a means without purpose, and moral education without teaching is a purpose without means. He divided people's interests into six categories: experiential interest, speculative interest, aesthetic interest, sympathetic interest, social interest and religious interest. In order to cultivate students' interest, he thinks it is necessary to cultivate students' automatic spirit first, because? What you learn with relish, can you learn it quickly and master it firmly? . He advocated two basic principles in teaching methods:
The first principle is students' interest. He believes that teaching should first arouse students' interest, and the so-called interest has its special significance. He explained that interest is an inherent desire, so that the ideas acquired can be kept in consciousness, and the previously acquired ideas can be restored to consciousness. According to his view, the mind is a state of consciousness like a stream, and the ideas generated by contact with the outside world will not stay in the mind for a long time; Not long ago, the idea disappeared in consciousness, and another new idea appeared; Old ideas are not forgotten forever, but moved into the unconscious field, and they can still return to consciousness when they have the opportunity. This is the phenomenon of changing mood consciousness. But once the concept exists in consciousness, it wants to be preserved for a long time; This tendency is often increased by two laws of psychology: the first law is the law of constancy, that is, the more times an idea enters consciousness, the easier it is to return to consciousness, and the greater the power to control it; The second law is the law of association, that is, if many ideas unite to form the combined power of apperception groups, this power can determine which ideas can enter consciousness. Therefore, interest is a positive force in the mind, which determines what kind of thoughts and experiences will attract attention. If students lack natural interest, teachers should guide them to have voluntary interest. Guiding voluntary interest is not by compulsory or artificial methods such as scores, awards or competitions, but by association. For example, if students are not interested in arithmetic and measurement, teachers should find ways to make them understand that arithmetic and measurement are the basis of knowledge they are already interested in in science, design, architecture or other aspects, and stimulate their interest in learning arithmetic and measurement actively. Because all knowledge has an interactive relationship, Ideaofcircle is formed. Teachers can always find ways to guide what they already know, so that what they don't know can be related to it and generate voluntary interest. Therefore, teachers should not only guide students from the basis of old ideas to concrete new ideas, but also establish an ideological circle combining existing ideas to control students' interest throughout their lives.
The second principle is apperception. Classification is to absorb new knowledge on the basis of old experience. The experience of a new concept must be explained by other old concepts, such as? Bay? Is this word based on what we have? Water? 、? Color? And then what? Sound? The old concept to understand its meaning. Doctors have experience or knowledge in studying human health and diseases, so they can correctly diagnose similar diseases of patients, while ordinary people don't know how to diagnose diseases because of their lack of professional knowledge. Similarly, a primitive savage saw the solar eclipse and thought that the dark forces and the devil had conquered the sun, God and life. Scientists see the solar eclipse, but they think it is a mechanical phenomenon in the operation of celestial bodies. The understanding of the same solar eclipse is different because of the different background of old knowledge and experience. These old ideas may be a combination of many ideas, becoming a perceived substance with greater influence. Therefore, teachers should not only use students' old ideas to absorb new textbooks, but also classify the old and new ideas into systematic principles or apperception groups through the process of reasoning, which is enough to affect future study and even the formation of moral character. The above interest principle can also be said to be the function of apperception group, which can absorb the attention of specific new ideas.
Herbart used apperception to explain the teaching process and put forward the theory of teaching stage. This is to divide the teaching process into four stages: clarity, association, system and method. To explain clearly means to explain the new textbook clearly to students; Association is to let students combine old and new ideas through the dialogue between teachers and students. System means that students seek conclusions, definitions and laws on the basis of the connection between old and new concepts; The method is to apply what you have learned and cultivate students' logical thinking and creative thinking ability. Herbart changed these stages from his student Ziller to five stages of preparation, prompt, comparison, summary and application, which is called five-stage teaching method.