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Spencer's views and opinions
Spencer's views and opinions are as follows:

First, opinions.

1, the emergence and development of pedagogy.

As a representative figure in the early days of the People's Republic of China, Spencer's masterpiece is On Education. He proposed that the task of education is to teach people how to live.

2. Educational purpose.

Both Spencer and Dewey advocate the theory of life, and believe that the purpose of education should be related to the life of the educated. Spencer believes that education should prepare for a perfect life in the future.

3. Curriculum theory.

For the first time, the word "curriculum" is used as a special term in educational science; Put forward the view that "scientific knowledge is the most valuable" in the book "What knowledge is the most valuable"; At the same time, he is also a representative of the theory of subject-centered curriculum.

4. Teaching theory.

Formal education was formed in the17th century, and the representatives were educators Locke and Pestalozzi. According to the theory of formal education, the development of students' intelligence has nothing to do with the practical significance of subject content.

Second, advocate:

1, Spencer is a famous British positivist. He opposes speculation and maintains that science is only a description and record of many experiences. He was one of the main figures who opposed classical education and advocated science education in British schools at that time.

2. Subject course representatives emphasize the importance of practical subjects such as physiology, health, mathematics, mechanics, physics, chemistry, geology and biology, and oppose the education of classical language and literature.

3, the representative of substantive education, so pay attention to the transfer of knowledge. On the basis of positivism, 19 put forward the comparative value of knowledge in 1950s. He insisted on practical education, while attacking classicism and scholasticism in British education at that time, thinking that the development of general intelligence was secondary and emphasizing the practicality of courses and textbooks.