First, the essay questions

1. Describe the track and milestone of the emergence and development of pedagogy.

(1) The bud of pedagogy. Its symbols are the Analects of Confucius in ancient China and Xue Ji. The former is a masterpiece reflecting China's ancient educational thoughts, while the latter is the earliest educational monograph in ancient China and even in the world. The thought of ancient western pedagogy originated from the educational practice in Athens and Sparta. Ancient Greece was represented by Socrates, Plato and Aristotle. (2) The emergence of independent formal pedagogy. British philosopher Bacon divided pedagogy into an independent discipline for the first time in 1623, which indicated that pedagogy had its own independent discipline status. The representatives at this time were Comenius and Herbart. (3) The scientific development of pedagogy. At the beginning of the 20th century, a worldwide research movement of science pedagogy was formed. Marks are Marxist pedagogy and experimental pedagogy. (4) Diversified development of pedagogy. Pedagogy began to develop in the direction of quantification under the guidance of natural science, and the research center was transferred to the United States and the Soviet Union. Symbol is the characteristic of the prosperity and development of pedagogy. Representative figures include Dewey, makarenko, Kailov, zankov, Suhomlinski and Tao Xingzhi.

2. What is the value of pedagogy to teachers' professional development?

(1) The study of educational theory is the basic point of teachers' professional development, which is of great significance to the improvement of teachers' professional quality. Through the study of pedagogy knowledge, teachers' educational cultural background and theoretical accomplishment can be comprehensively improved, thus promoting teachers' ideal thinking about their own educational ideas and thoughts. (2) Educational theory is a rational explanation of educational practice and has the function of explaining and guiding educational practice. By studying the basic theory of education, teachers can understand the law of education, so as to guide education and teaching according to the law of education and improve the scientificity and effectiveness of their educational practice. (3) Pedagogy is also a theory about teaching methods. Through the teaching of education and teaching methods and other related theories, guide teachers to determine the progress and focus of teaching according to students' cognitive characteristics and laws of physical and mental development; According to the law of human growth, the ways and methods of education are determined from the aspects of moral cognition and ability.

Dewey believes that education is not a luxury, but a necessity, a ferry from infancy to adulthood. Through this ferry, people can get the capital (experience and knowledge) they depend on for survival and pass it on to future generations. What do you think of this view?

(1) People are the object of education. People realize their own perfection and development through education and become real people. When people come to this world, they should know this complicated world through education and study. In principle, people always need education. People need to receive education all their lives, and education is a necessary means to help people achieve individual survival and racial reproduction. Human nature is imperfect, and people need to improve themselves through education and then start a better life. (2) People need to transmit and create social civilization through education. Human education conveys the "similar" experience accumulated by the community of human society, not just the direct experience of individuals. From the past to the present, from macro to micro, all the knowledge and experience wealth of the whole society and all mankind can be mastered by human beings, and the fact that human experience can realize social inheritance lies in human education. The important condition to realize the crystallization and inheritance of human wisdom is that people must receive education, so that people have the quality of developing culture, creating culture and spreading culture. In educational activities, the unique cognitive route of human beings provides the possibility for the inheritance of social civilization. The progress of human society, the optimization of human production and the richness of social material production are inseparable from the cultivation of people by education. Only by receiving education can people improve their own quality, improve ignorance and barbarism, push human society to a higher level of civilization and shoulder the heavy responsibility of spreading and creating human civilization.

4. Talk about the effect of activities on people's physical and mental development.

Only through the combination of individual genetic quality and external environmental factors can external resource factors be transformed into energy needed for individual physical and mental development. Activity is the confluence of the comprehensive effects of internal and external factors on individual physical and mental development, and it is also a direct and realistic force to promote individual development. Man is the subject of practice. Without personal active participation and practice, personal development cannot be achieved. The significance of activities to individual development is manifested in three aspects: (1) Activities are realistic factors that affect human development and play a decisive role in human development. Only through activities can the potential factors affecting human development be turned into reality and human development be realized. But the activity here refers to the activity in the interaction between individuals and the environment. (2) Activity is the driving force for the development and generation of individual potential and demand. Activity is the converter of individual potential and strength, and it is also the regenerator of new demand and new ability. (3) Activity is the subjective mechanism of human beings, which embodies their initiative. Only through activities can individuals meet their own needs from the results or processes of activities.