1, Herbart's educational and teaching thought has brought comprehensive and profound influence to the development of educational science in the future. Previous educational research was mainly based on philosophical speculation, and science and philosophy were not antagonistic.

2. Through experiments, find out the general laws of educational activities, so as to achieve educational goals and effectively control educational activities and improve the efficiency and quality of education and teaching.

Second, the shortcomings of Herbart's education and teaching thought:

1, Herbart's educational and teaching thought pursues the scientific nature of education, but its idealism, speculation and deduction ultimately affect the scientific nature of his theory.

2. Herbart's education and teaching thought puts forward the importance of interest cultivation and communication between teachers and students, but it lacks scientific basis for the division of interest content, puts students in a plastic and passive position, emphasizes teachers' guidance to students' thoughts, ignores students' own vitality, and dispels people's personality and freedom. This subjectivism tends to separate the vivid and substantial educational life.

Extended data:

The educational influence of Herbart s educational teaching thought;

Herbart attaches too much importance to classical education, adopts harsh attitudes and methods to students, and pays little attention to cultivating children's creativity and initiative. His whole educational thought is formalistic and mechanical. But there are also positive factors, such as attaching importance to the connection between pedagogy and psychology; Attach importance to the educational principle of teaching; Pay attention to the systematicness of teaching; Develop various interests, etc.

/kloc-After the middle of the 0/9th century, Herbart's educational thought had a great influence on middle school education in Europe and America, especially on classical middle school education. His disciples, educators T. Ziller, O. veerman, W. Ryan, etc. Strive to publicize the formal stage teaching method.

Ryan also divided the first stage into two stages: preparation and prompting, which, together with connection, integration and application, is called five-stage teaching method. This five-stage teaching method prevailed in Europe and America from the end of 19 to the beginning of the 20th century. After it was introduced into China, it had a certain influence on the old primary and secondary school teaching in China.

Baidu Encyclopedia-johann friedrich herbart

Baidu encyclopedia-Herbart, J.F.