1, Herbart clearly put forward the scientific problems of pedagogy. In his view, "pedagogy, as a science, is based on practical philosophy and psychology. The former explains the purpose of education; The latter explains the ways, means and obstacles of education. " He established the teleology of education on the basis of philosophy, the teaching theory on the basis of psychology and the moral education theory on the basis of ethics, thus laying the foundation of scientific pedagogy.

2. Herbart clearly put forward the idea of "education and teaching" for the first time in the history of western education. He clearly pointed out that "there is no concept of" teaching without teaching ",just as on the other hand, I don't admit that there is any" teaching without teaching ",and pointed out that" moral education cannot be separated from the whole education, but is inevitably, extensively and profoundly linked with other educational issues ".

3. Herbart also emphasized that teaching should be a unified process according to apperception theory, and put forward the theory of formal teaching stage. He divided the teaching process into four stages: clarity, association, system and method. Among them, "clarity" means clearly perceiving new textbooks; "Association" means that students apply systematic knowledge to practice through certain forms of exercises and homework to check whether they correctly understand and master the new knowledge they have learned. 、

Herbart's educational thought not only promoted the development of German educational theory and practice, but also had a great influence on education in many other countries in the world. At the beginning of the 20th century, it was introduced to China through Japan, which promoted the transformation of educational concept and the development of educational practice in China at that time. After the First World War, with the rise of progressive educational thoughts and other places, Herbart's educational thoughts and the influence of Herbart school gradually declined.

Extended data:

Herbart's educational psychology is characterized by its thoroughness and its correlation with ethics. He did not specifically apply some psychological knowledge to an educational problem, but incorporated it into macro theoretical research and system construction, and infiltrated into micro educational work and concrete practice. So no matter how scientific his psychology is, his psychology is the most thorough compared with his predecessors.

This thoroughness stems from his understanding of the autonomy of educational disciplines. Pedagogy should have its own space for independent development. On the one hand, we should gradually improve the discipline self-discipline mechanism and establish the academic norms of the knowledge community. On the other hand, it is eager to make significant theoretical contributions. Herbart tried to establish a scientific theoretical system. He demanded that "general pedagogy must put basic concepts before all discussions" in order to establish the autonomy of pedagogy and describe the whole educational concept system.

Herbart's efforts to make education psychological are closely related to the pursuit of scientific education, and its essence is a great attempt to make education scientific. Although educational psychology does not mean scientific education, Herbart found a reasonable basis for systematic exposition, built a strict logical system and obviously pursued scientific education when education did not have its own independent system.

Scientific instrumental rationality requires that the relationship between education and teaching must be based on a scientific standard, that is, to describe the essence, process and conditions of cognition and learning in detail from the perspective of philosophy and psychology, and to construct corresponding educational and teaching principles, methods and means. "The theoretical basis and measurement standard for establishing the order of relations do not come from educational purposes, but from epistemology and psychology". Herbart prefers the accuracy of natural science. He thinks that the whole psychological activity can be expressed by mathematical formula, which is a foundation of his psychology.

Herbart's educational psychology does not come out of thin air, but from his love for psychological science and education, from the influence of predecessors and the stimulation of the trend of the times, as well as the disciplinary characteristics of pedagogy and psychology itself. The pursuit of scientific psychology and the identity and practical interest of university teachers have become the basic driving forces of their educational psychology.

Motivated by establishing a complete psychological system, he hopes to explain psychological phenomena and laws clearly on the basis of metaphysics, experience and mathematical theory, so as to guide other scientific fields, especially education. He emphasized the importance of mathematics to psychology. Kant once declared that "no knowledge can be called science unless there is a mathematical component".

Reference link: Baidu Encyclopedia-johann friedrich herbart