Pestalozzi strongly advocated labor education and regarded productive labor as the center of school education, which not only had a great impact and shock on the schools established for the privileged class at that time, but also predicted the future of capitalist education. His demand for the diversity of labor forms is of great significance and progress for the all-round development of labor ability and the improvement of students' vocational adaptability in future employment. However, it goes without saying that the labor training organized by Pestalozzi is obviously small-scale, largely self-sufficient, and even requires children to work for business owners at school to support themselves, as Krupskaya criticized: "Pestalozzi's mistake is only. He understood this kind of productive labor as the kind of labor he was engaged in at that time: either working for the business owner or working for his own needs in an untimely way. "

From the perspective of the history of world educational thought, the significance of his thought lies in: during the transition from feudal society to capitalist society in Switzerland, when farmers were oppressed by landlords and capitalists, Pestalozzi tried to improve their lives, which fully reflected the people's nature of his thought. As Krupskaya pointed out, Pestalozzi's proposition "is closely related to the requirements of the working people, and it originated from the working people. This kind of education is to cultivate comprehensive labor ability, which is closely related to life, from which physical and mental development can be obtained. " At the same time, starting from developing agricultural production and improving farmers' lives, he put forward and demonstrated the idea of combining education with handicrafts and agricultural production, which broke through the tradition that feudal old education was divorced from social production and made education embark on the road of connecting with social material production, which was of great historical significance.

The History of Western Education, co-authored by British educational history experts Boyd and King, attaches great importance to the ideological connection between Pestalozzi and Kant and Rousseau, and thinks that Pestalozzi is a "better Kantian than Kant himself" and the "smartest expert" in Kant's educational work. "As far as Pestalozzi's main views on the nature and purpose of the school are concerned, he can be said to be a student of Rousseau in all basic aspects." Compared with most educators, his educational theory comes from his educational practice, and in any case it does not exceed the most complete statement he made according to his practice. "They also believe that Pestalozzi's theory has two outstanding shortcomings that need to be corrected. First, it is wrong for Chinese elements to "start with sounds and syllables". Learning a language begins with sentences rather than pronunciations, and begins with the whole rather than parts. Second, it fails to properly handle the higher stage of learning. In this regard, he has no intention to decide what subjects should be taught or the appropriate teaching order, but only to meet the need to emphasize personal familiarity with the facts learned in order to reform recognized school subjects. Physics teaching is one of his inventions, but it can also be said to be a short board, showing a fatal flaw in the lack of system, and unable to answer "What kinds of knowledge are most suitable for training students who have mastered the elements of knowledge?" "Such a problem.

In addition, we should also realize that it is wrong for Pestalozzi to fantasize that enlightened landlords will automatically distribute land to farmers and want to achieve the goal of transforming society through education. At the same time, when he discussed moral education, he still did not get rid of the influence of religion and admitted that natural religion and God dominated everything. His thoughts on moral education are still strongly religious.

Pestalozzi was an accomplished bourgeois democratic educator in modern times. His rich educational theory and practice are the precious historical heritage of human culture, and there are still many inspirations worthy of our reference. His efforts to change the unfortunate situation of the poor through education and devote his life to it are progressive and worthy of praise and learning. The reason why he can't find the source of poverty of working people and the effective method to relieve the pain is determined by his historical conditions and personal limitations. Not all of his educational thoughts are correct, which requires in-depth and concrete analysis and research. But none of these can erase his achievements in the history of education. Pestalozzi and his masterpiece "Lianhard and Godud", as a historical monument, will always exist in the history of world education development.

According to the principle that education adapts to nature and the theory of factor education, Pestaloch studied the teaching methods of primary schools, which laid the foundation for the teaching methods of primary schools, thus winning the title of "the founder of primary school teaching methods" in the history of education.