Herbart clearly put forward the idea of "education and teaching" for the first time in the history of western education. Before Herbart, educators usually studied and expounded moral education and teaching respectively, and education and teaching were usually given different purposes and tasks. Herbart's pioneering contribution lies in clarifying the connection between education and teaching.
He clearly pointed out that "there is no concept of" teaching without teaching ",just as on the other hand, I don't admit that there is any" teaching without teaching ",and pointed out that" moral education cannot be separated from the whole education, but is inevitably, extensively and profoundly linked with other educational issues ".
Therefore, moral education is implemented on the solid foundation of subject teaching, which has the task of moral education, which has become the basic principle of education and promoted the development of educational theory.
Extended data
Herbart's educational thought not only promoted the development of German educational theory and practice, but also had a great influence on the education of many other countries in the world. At the beginning of the 20th century, it was introduced to China through Japan, which promoted the transformation of educational concept and the development of educational practice in China at that time. After the First World War, with the rise of progressive educational thoughts and other places, Herbart's educational thoughts and the influence of Herbart school gradually declined.
Herbart also emphasized that teaching should be a unified process according to apperception theory, and put forward the theory of formal teaching stage. He divided the teaching process into four stages: clarity, association, system and method.
Among them, "clarity" means clearly perceiving new textbooks; "Association" means that students apply systematic knowledge to practice through certain forms of exercises and homework to check whether they correctly understand and master the new knowledge they have learned.
Later, Balter's impressive students Ziller and Ryan developed into five stages: preparation, prompting, association, generalization and application, which provided the front-line teachers with a teaching model that was easier to understand, master and apply.
Kailov, a Soviet educator, evolved it into five steps, namely, review, introduction, explanation, summary and practice. In 1950s, this teaching mode was widely used in primary and secondary schools in China.
Baidu encyclopedia-education and teaching