Foreign comparative education research can be roughly divided into three stages. The first stage: (19th century) is the advocacy stage of the discipline. This method is characterized by access and reference. Julian of France first put forward the concept of comparative education. Horace Mann, a French cousin and American, has done useful work in introducing and drawing lessons from foreign education systems. The main purpose of comparative education research at this stage is to introduce foreign educational experience as a reference for improving China's educational system. Through reference, it has played a certain role in promoting the development of education in China. However, the research at that time lacked systematic scientific methods, stayed at the level of describing foreign educational experience, did not deeply analyze the historical and social background of the formation of educational systems in various countries, and did not reveal educational laws. Therefore, learning from them has great historical limitations. The second stage (the first half of the 20th century) is the formative stage of this discipline, also known as the era of factor analysis, and its methodological feature is factor analysis. Sadr in Britain, Condell in America, Hans in Britain and Schneider in Germany are famous representatives who have made great contributions to the development of comparative education. At this stage, comparative pedagogy has begun to differentiate from pedagogy and become an independent branch of educational science, and the research on comparative education has also made some progress. However, from the perspective of the world, the research scale is not wide enough, the research methods are relatively simple, and the research results are not rich enough. The third stage (since 1950s) is the vigorous development stage of this discipline, and its methodology is characterized by comprehensive research. Anderson, Beredi, Noah and Eckstein in the United States, and Edmund King and Holmes in the United Kingdom are famous representatives at this stage. At this stage, the research scale of comparative education has expanded rapidly, the research methods and viewpoints are diverse, and the research results have greatly increased. As a science, it has been paid more and more attention by educational academic circles, and it has more and more extensive and profound influence on the formulation of educational policies and the implementation of educational reforms of governments in various countries.