First, with the development of society and disciplines, various disciplines have developed, interrelated and made common progress, resulting in inextricably linked, mutual learning and common development.
Secondly, the development of pedagogy promotes the development of society, but at the same time pedagogy is linked with literature, science and psychology of humanities and develops together, so the two disciplines have a wide range of contacts.
Third, any science has a historical development process, and the revelation of the laws in this field must be gradual, from shallow to deep, from one-sided to comprehensive, from inaccurate to more accurate. If we just stay in the former, it is not a science. The development history of pedagogy shows that it is from the practical experience of education that pedagogy is constantly becoming theoretical and scientific.
When education appeared in human society, in order to make education better, people thought about education and accumulated experience. But people are not satisfied with the collection of specific experience, but strive to find something with more universal guiding significance. Limited by historical conditions, it is impossible to be independent at a certain historical stage.
research objects
There are various views on the research object of pedagogy, some people think it is an educational phenomenon, some people think it is an educational fact, some people think it is an educational law, some people think it is two or three of the above three, and some people generally think it is education or people. Most of these views are vague and specious.
The research object of pedagogy should be "educational problems" based on "educational facts" and guided by educational values, with the purpose of exploring and revealing the regular relationship between educational activities and serving educational practice.
Educational problems mark the bud of pedagogy; The development of educational problems is the internal motive force to promote the development of pedagogy, and the transformation of educational problems is manifested in the change of educational research tradition and paradigm; Different answers to the same question have formed different educational thoughts and ideas and their factions. Pedagogical research should have "problem consciousness" to prevent the emergence of "false problems" and deepen the problems continuously.