The development of teaching theory has roughly experienced the summary of ancient teaching experience, the formation of modern teaching ideas and the development of modern teaching theory.

The long-term accumulation of ancient teaching experience gave birth to the original teaching thought, which can be traced back to China's Spring and Autumn Period and Warring States Period and ancient Greece.

At that time, a hundred schools of thought contended, wise men gathered, and human thought was in its infancy.

A large number of educators emerged in the pre-Qin period, such as Confucius, Mencius, Xunzi, Laozi, Zhuangzi, etc. They expounded many educational and teaching ideas.

In addition, the Confucian classics teaching thought represented by Dong Zhongshu in Han Dynasty, Huang Lao School teaching thought represented by Liu An in Wei, Jin and Southern and Northern Dynasties, Metaphysics teaching thought represented by Ji Kang in Wei, Jin and Southern and Northern Dynasties, Confucianism teaching thought represented by Han Yu in Tang Dynasty, Neo-Confucianism teaching thought represented by Cheng and Zhu in Song and Ming Dynasties, and utilitarianism teaching thought represented by Ye Shi and Chen Liang all marked the prosperity of China's ancient teaching thought.

In the west, Socrates, Plato and Aristotle in ancient Greece expounded their respective teaching ideas, and Socrates' midwifery, Plato's Republic and Aristotle's Nicokal Ethics and Politics appeared.

Quintilian, an ancient Roman, systematically summarized Rome's teaching achievements and his own teaching experience, and wrote the first monograph on teaching methods in the ancient west, The Principle of Eloquence (also translated as On the Education of Speakers).

(B) Modern times: the formation of systematic teaching ideas

With the development of industrial revolution and natural science, modern teaching theory gradually separated from ancient philosophy, embarked on its own development track and formed an independent system.

The teaching thoughts of Comenius, Rousseau, Pestalozzi and Herbart are the most outstanding representatives, which have had a far-reaching influence on the teaching theory and practice of later generations.

(C) Modern: the development of diversified teaching theory

Dewey, an American educator, published his masterpiece Democracy and Education on 19 16.

On the basis of criticizing Herbart's "external knowledge" theory and Rousseau's and Pestalozzi's "pre-achievement" theory, Dewey believes that children's development is a process of increasing the meaning of experience through interaction with the environment on the basis of innate instinct and impulse, pointing out that the essence of education is the continuous transformation and development of children's experience, and "education is a development process in experience, for experience and for experience", and puts forward the experience teaching theory.

In his view, "experience" is the interaction between people and the environment, a combination of people acting on the environment and the environment acting on people.

Dewey emphasized the unity of knowing and doing, thought that "action is the core of thought", "knowledge itself is action", and advocated "learning from experience" and "learning from doing".

He also believes that experience includes thinking, and it is impossible to produce meaningful experience without some thinking factors. He advocated "reflective thinking" and put forward five teaching stages centered on problem solving in How We Think: problem feeling, problem definition, hypothesis, logical reasoning and action test.

From 65438 to 0896, Dewey founded the Experimental School of the University of Chicago, which organized business, cooking, sewing, textile, carpentry and other activities to promote the continuous transformation of children's experience.

Dewey summed up the educational wisdom since ancient Greece and Rome and creatively put forward many opinions, which laid the theoretical foundation of "modern education" and had a great and far-reaching impact on contemporary teaching theory and practice.

Since the 20th century, there have been two main development paths in the study of teaching theory. 1. The research orientation of philosophy is based on epistemology and ethics, and mainly discusses the purpose, task, principle, content, means and methods, organizational form and teaching evaluation of teaching, such as Germany, the Soviet Union, Japan and China.

Second, the research orientation of psychology is based on psychology, taking teaching theory as a prescriptive and normative theory to discuss teaching procedures, strategies and technologies, such as Britain and the United States.

After World War II, due to the rapid changes in social life and the rapid development of science and technology, the upsurge of education reform in the world was triggered, and many new teaching theories and schools were born, such as the "new primary school teaching system" in zankov of the former Soviet Union and the "optimization of teaching process" in babanski. Skinner's program teaching theory, Bruner's discovery teaching theory, Ausubel's meaning learning theory, Bloom's mastery learning theory, Gagne's teaching design theory, Rogers's "unsupervised teaching" theory, Bulgarian Lozanov's "implied teaching", German Wagenshen's "example teaching", Klafki's "category education", Schaller's and Schaefer's "communicative teaching" theory, and so on.