? The principle of education and teaching refers to the principle of education through teaching. There is a direct internal relationship between knowledge and morality, and education (moral education) can only produce practical results through teaching, which is the basic way of moral education. Without teaching, there is no education, and without education, there is no teaching.
Herbart's moral education includes the management and discipline of children, both of which are the process of moral formation. The purpose of children's management is to "cultivate a spirit of maintaining order". This is particularly prominent when students first enter school. As a teacher, the task of management is to create the necessary conditions for the follow-up teaching, and the significance of management lies in the prevention of some unexpected behaviors. Discipline is for the cultivation of virtue, it is purposeful cultivation, and the purpose is to form the moral power of character. The discipline is divided into four stages: 1. Moral judgment; 2. Moral enthusiasm; 3. Moral decision; 4. Moral self-control. Moral judgment is the foundation. Children should first know what is moral and what is immoral, and then turn this moral judgment into "enthusiasm for the coordination of courage and wisdom", thus turning morality into character. Moral decision-making refers to observing and understanding things and environment with "moral eyes" and acting accordingly. Finally, moral self-control, that is, consciousness!
? Before Herbart, educators usually studied moral education and teaching respectively, and education and teaching were usually given different tasks and purposes. On this issue, Herbart's outstanding contribution lies in the application of psychological research results to clarify the inherent essential relationship between education and teaching, so that moral education has gained a solid foundation. However, equating education and teaching completely and subordinating teaching completely to education also tends to be mechanistic.
? I was lucky enough to see some modern educational history in Europe and America this afternoon. I think: Herbart, as a traditional representative of education, while emphasizing the three centers of classroom, books and teachers, strictly follows the laws of psychological process, highly abstracts the factors and activities in the educational process and establishes a clear and standardized teaching model. Any teaching activity is orderly:
1, primary school students, especially those in lower grades, are generally active. When an appearance is highlighted in the senses by its own strength, interest activities will notice it. At this time, students are in a static concentrated activity, and what teachers need to do is to use visual teaching AIDS and explanations to give clear hints at this static moment (the time should not be too long), so that students can have a clear representation, and then combine their ideas to prepare for learning new knowledge.
2. Review the Chinese teaching this semester and look at the scores of this final exam. Although it is not much worse than other parallel classes, students generally have the problem of unclear expression and lose too many points in reading and writing pictures. From analysis to analysis, I think I have many reasons: I usually lack free dialogue with students, but I only emphasize moral norms and concentrate on activities to get unified results; Without a comprehensive teaching method, students are not allowed to combine and systematize the concepts of Chinese knowledge, and so on to obtain new concepts.
3. The transition between old and new knowledge is not good. From spelling pinyin to teaching students Chinese characters, to speaking and writing sentences, they just follow their natural interests and temperament without further guidance for students to consolidate and strengthen. They don't express the knowledge or opinions gained in the process of reaching the peak. They fully arouse their interest and enthusiasm in learning Chinese in class, and do not cultivate inductive ability, so they don't have a deep memory and learn without thinking. It is not feasible to pin many years of English teaching experience in senior high schools on freshmen. Chinese is different from English, so all first-year children can't be required to carry out activities by themselves and consolidate their newly acquired knowledge through practice, and they can't be expected to check themselves and wake up consciously like most senior students.
? I will study children's psychology in the future and look at the history of educational thought and practice. Children are children after all, regardless of Chinese and foreign countries, regardless of ancient and modern times. When they grow up, I will grow up as a teacher! Do and think ...