(2) As for the educational goal, they think that the highest goal of education is to cultivate children's virtue, and the closer goal is to cultivate children's interests in many aspects, including six interests: experience, speculation, aesthetics, sympathy, society and religion. In this way, at the teaching level, the concept of educational purpose with internal contradictions is unified. (3) In the form of courses, they constructed standardized "discipline" courses and teaching forms, and pursued the combination of classical humanities and modern practical disciplines. Natural history, physics, chemistry, geography, mathematics, logic, grammar, natural philosophy, literature, music, painting, sculpture, classical language, modern foreign language, mother tongue, history, politics, law, theology and other subjects 19. (4) With regard to the knowledge division caused by the curriculum level structure, Hermes put forward and practiced the subject-centered integration method. Herbart first put forward the integration principle of apperception psychology, and Ziller inherited Herbart's mantle and constructed a curriculum integration method with "history, literature and religion" as the core and history as the center. (V) About teaching methods Herbart believes that children have to rely on the accumulation of experience to expand their concepts, mainly to acquire knowledge in teaching. Based on apperception psychology, he divided teaching into four stages, which were developed by his disciples, forming a famous "five-stage teaching method", which has long been popular in the theory and practice of school education in Europe and America.
Third, the development of teaching theory The development of teaching theory is zankov (занков, лв.190/-1977), a famous psychologist and educator in the former Soviet Union. Zankov's prominent theme is "teaching and development", so this theory also highlights zankov's special attention to students' development. The main contents of this theory include: (1) the theory of "zone of proximal development" based on the theory of "culture-history" and Vygotsky (выготский, лр). Therefore, he boldly used it to observe children's intellectual development and proposed that children's development has two levels. The first is the child's current level of development; The second level refers to the field that children can do, but can't do it independently, and can only do it according to imitation. It is something that children can do independently in the future, so it should be included in the current development level of children. This area was named the nearest development zone by Vygotsky. (2) The fundamental function of education and teaching is to promote the all-round development of students. Zankov's general development has three basic meanings: first, it refers to the development of personality, not just the development of intelligence; Second, it refers to the general development of psychology rather than physical and mental development; Third, it includes the development of motivation, emotion and will. But in his experiment, the development content that can be operated and actually operated is still only intellectual development. Therefore, this theory is essentially branded with profound scientism. (3) It is only possible, not inevitable, for teaching to create children's proximal development zone. In the process of children's development, teaching creates the zone of proximal development. (IV) Five Basic Principles of Teaching Design zankov's developmental teaching theory puts forward five principles, namely, the principle of high difficulty, the principle of high speed and the principle of giving priority to theoretical knowledge, so that students can understand the teaching process and all students, including poor students, can develop.