Johann friedrich herbart was a philosopher, psychologist and founder of science pedagogy in the German19th century. He is known as "the founder of scientific pedagogy" and "the father of educational science" in the history of world education. The representative work "General Pedagogy" reflects his educational thoughts and is recognized as the first educational work with a scientific system. He was the first educator to put forward the principles of teaching and education.
2. Vygotsky
Vygotsky, a psychologist in the former Soviet Union, is the founder of the theory of "culture-history". Vygotsky's concept of children's development assumes that social interaction and children's participation in real cultural activities are necessary conditions for development, and at the same time, in the process of evolution, people's mental ability is aroused because of the need of communication.
In addition, Vygotsky put forward the theory of "zone of proximal development" when explaining the relationship between teaching and development. He believes that teaching must consider the level that children have reached and keep ahead of children's development. To this end, it is necessary to determine the development level of children.
3. jean piaget
Jean piaget (born in1August 9, 896, died in1September 6, 980), a Swiss, is the most famous child psychologist in modern times. He divided children's cognitive development into the following four stages:
(1), perceptual operation stage (sensory-action stage, 0-2 years old)
(2) preoperative stage (preoperative thinking stage, 2-7 years old)
(3) Specific operation stage (specific operation thinking period, 7- 1 1 year)
(4) Formal operation stage (the thinking stage of formal operation, starting from 1 1 year).
He believes that the essence of intelligence is adaptation, "wisdom is adaptation" and "adaptation is the highest form". He expounded his adaptation theory and constructivism with four basic concepts: schema, assimilation, adaptation and balance.
Piaget believes that psychology does not come from innate maturity, nor from acquired experience, but from action. That is, action is the source of knowledge and the intermediary of the interaction between subject and object. The earliest action is a natural unconditional reflex. As soon as a child is born, he responds to external stimuli with a variety of unconditional reflexes, signals his own needs, and interacts with the surrounding environment.
Various activities and psychological operations developed subsequently play an intermediary role in the interaction between the subject and the environment in children's psychological development. He analyzed various factors that affect children's psychological development and summarized them into four basic factors: maturity, practical experience, and the role and balance of social environment. The first three are the three classic factors of development, and the fourth condition is the real reason.
4. Maria Montessori
Maria montessori (1870 August 31-1952 May 6), an Italian preschool educator, was the founder of Montessori education law. Her education law is based on her belief in children's creative potential, their learning motivation and their rights as individuals.
Montessori believes that there are too many educators who interfere with children's freedom movement, everything is mandatory, and punishment has become synonymous with education. She stressed that educators must believe in the inner and potential strength of children and provide them with a suitable environment for free activities. She specially made many teaching AIDS, such as small furniture, glass, ceramics and other small objects, to let children practice their senses.
Important educational ideas:
(1), respect children's independence. Only independent people can enjoy freedom. It is his characteristic that children are active. Adults should not interfere or forbid them.
(2) Silence and activity. Respecting children's independence is not to let children do whatever they want, nor to let children think that being quiet, obedient, obedient and passive is a good thing; And activity or work is a bad thing.
(3) Spirit is better than method. Montessori hopes that her students will not "actively" want to "teach" their children, but be a "bystander" and watch all their actions.
(4) Personal freedom precedes social discipline. Freedom first, order second. Traditional education emphasizes "group", while Montessori pays attention to "personality".
(5) A sense of order in childhood. Montessori found that one of the behavioral characteristics of children is a sense of order. Children have a natural sense of order, but adults use "power" to break it
5. Floppel
German educator Friedrich Wilhelm August Fr?bel (1782 April 21-kloc-0/852 June 2) is recognized as one of the most important educators in Europe in the19th century. The originator of modern preschool education.
He not only founded the first preschool education institution named "Kindergarten", but his educational thought still dominates the basic direction of preschool education theory.
Froebel's educational thought and practice have had a far-reaching impact on the development of preschool education in all countries of the world. Froebel believes that games are children's inner instinct, especially their activity instinct, so the education of children should not be bound, suppressed or encouraged, but should conform to their nature and meet their instinctive needs.
According to the above point of view, Froebel thinks that games and crafts should be the most important activities in early childhood, and the imparting of knowledge is only an additional part, interspersed among them. Kindergarten classes only need spoken English, not words. The most important responsibility of teachers is to correctly guide and design all kinds of game activities.
Froebel attaches great importance to the preparation of handmade materials and teaching AIDS, including famous gifts. He also attached importance to the setting of the environment and advocated that kindergartens must set up flower beds, vegetable gardens and orchards. 1837, Froebel founded a children's institution in Brandenburg, 1840 changed its name to kindergarten.
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