brief introduction

Brief introduction of the author

main content

evaluate

reference data

catalogue

1 summary

2 Basic information

3 Introduction

4 Author introduction

5 main contents

6 evaluation

7 references

Teaching Principles of Life Education (1948), a total of 17 articles, published in various volumes of Life Education, compiled by 1948, and published by Shanghai Xinhua Bookstore.

Basic information

Chinese name

Teaching principles of life education

kind

literature

language

simplified Chinese

press

Published by Shanghai Xinhua Bookstore

number of pages

2 15

Spread out completely

Teaching Principles of Life Education (1948), a total of 17 articles, published in all volumes of Life Education, compiled by 1948, and published by Shanghai Xinhua Bookstore. In the preface of the book, Chen Heqin said: "The seventeen principles cited here are all written according to the recent child psychology theory and my personal teaching experience. My goal, like Ge (Gregory) and Zhan (James), is to' concretize psychology and popularize teaching methods', so that teachers and parents can understand and apply what they have learned and provide it to their peers for discussion. " In this passage, Chen Heqin clarified the theoretical basis, practical basis and educational purpose of the seventeen principles.

brief introduction

"Being a man, being a China person and being a modern China person" is the first goal of living education, and the seventeen teaching principles all serve this goal. Being a man is the most basic task of education. What did you study? What is human activity? What is the relationship between people? What is the relationship between man and nature? What is the relationship between man and society? This series of problems are reflected in the seventeen principles to varying degrees. For example, the comparative teaching method, Chen Heqin also compared himself to a person. Cultivate children's good behavior habits from an early age and lay a preliminary foundation for being a person based on society in the future. For another example, in the principle of "Improving the Efficiency of Learning Strategies by Competition", Chen Heqin pointed out that "in team competitions, we can learn many virtues of being a man and doing things, and cooperation, sacrifice and mutual assistance are all cultivated in groups". This shows that man is not an ordinary animal, he must have noble morality. Another example is "encouraging children to discover their own world", which shows that human activities are to discover, explore and pursue knowledge in nature and society. "Nature and the big society are our living teaching materials", which requires students to get valuable lessons from studying current events and valuable living knowledge from discussing the historical geography related to the Anti-Japanese War and the European War, so as to cultivate students' patriotism. People who are patriotic are from China, not those who worship foreign things and flatter foreign countries. In addition, the seventeen teaching principles are either to cultivate children's morality or to convey modern scientific knowledge, so that the created people are people with democratic ideas and modern scientific knowledge. This kind of person is obviously not from ancient China, but from modern China.

"Learning by doing, learning by doing and making progress by doing" is the second major goal of the theoretical system of life education. It inherits Tao Xingzhi's "integration of teaching and doing" and strives for progress through development. This is also reflected in the seventeen teaching principles. For example, the first one is "whatever children can do by themselves, they should be allowed to do it by themselves", that is, they should be allowed to do middle school by themselves. In the process of doing it, we can gain direct experience and new knowledge. Once new knowledge is acquired, people will make progress. According to Chen Heqin, "doing" has the function of linking. Through "doing", we can shorten the distance between theory and practice and link knowledge and skills. His theory is reasonable, but his "learning by doing" coincides with Dewey's "learning by doing". Although Dewey's "learning by doing" cannot be completely denied, this proposition only emphasizes children's direct experience and ignores human's indirect experience, which is far from Marxist theories of "combining theory with practice" and "combining theory with practice". However, when Chen Heqin emphasized "learning by doing", he first emphasized "learning by doing", that is, emphasizing the leading role of teachers, which was quite different from Dewey's educational thought, thus correcting Dewey's mistake of ignoring the leading role of teachers.

"Nature and society are living teaching materials", which is the third major goal of the theoretical system of living education. Chen Heqin directly designated it as the sixth of the seventeen teaching principles. Other principles, such as "encouraging children to discover their own world" and "paying attention to and using the environment", all mean the same thing. It is not difficult to see that Chen Heqin attaches great importance to the exploration of nature and society and opposes the old education. However, Chen Heqin is not opposed to learning book knowledge, but only to teachers staring at books. He believes that classroom teaching should take nature and society as living specimens. "This small food market is your specimen, your instrument and your treasure house. The so-called "inexhaustible". This is a living textbook and a living education. Instead of abandoning books, it is better to explore from the beginning in nature and society. When talking about the teaching of historical geography, he pointed out that we should learn about the historical geography of China and other countries in the world by studying War of Resistance against Japanese Aggression and World War II. That is, from studying the living textbook of the present to studying the history and geography of the past, it is more reasonable for Chen Heqin to emphasize direct experience here, but not deny indirect knowledge.

Brief introduction of the author

Chen Heqin (1892— 1982) was born in Shangyu, Zhejiang. 19 14 graduated from Tsinghua University, studied in the United States at public expense in August of the same year, and first entered Hopkins University to study politics, municipal administration, economy, geology, biology, etc. , and obtained a bachelor of arts degree. Later, he entered the Teachers College of Columbia University, where he studied under Ke Qubo, Meng Lu and Thorndike. And obtained a master's degree in education. 1965438+returned to China in August 2009, and served as a professor of education at Nanjing Normal University, teaching child psychology and pedagogy. 1920, I was so happy that my eldest son became a singer, so I took Yi Ming as the research object, observed and experimented on the development of children's movements, abilities, emotions, speech, learning and painting for 808 consecutive days, and wrote the book Family Education. In this book, Chen Heqin used the research results of children's psychology to give a scientific explanation and guidance to parents on how to educate their children, which was widely welcomed by the society. 1923, Nanjing Gulou kindergarten was established, and a long-term and in-depth experiment was conducted on China in kindergarten education. Through experiments, he summed up his experience in kindergarten curriculum, reading methods, stories, pictures and equipment, which set a brilliant example for how to run a kindergarten well. He also wrote "My Opinion", and put forward fifteen educational principles suitable for China's national conditions and children's psychology, which played a guiding role in establishing Chinese kindergarten education. 1928, Chen Heqin supported Tao Xingzhi to establish Xiaozhuang Experimental Rural Normal School and concurrently served as the president of the Second Hospital. Together with Tao Xingzhi, he founded Sakura Village Kindergarten, which opened up an experimental field for naive education in rural areas. 1940 Established Jiangxi Experimental Preschool Normal School, and started the experiment of early childhood education system in China. During the experiment, Chen Heqin established the theoretical system of life education and formed a unique school of education in the history of modern education in China. After the founding of New China, Chen Heqin successively served as Dean of Teachers College of Central University, Dean of Nanjing Teachers College, Member of China Language Reform Committee, Member of the Central Committee of Jiu San Society and Chairman of Nanjing Currency, Member of CPPCC, Vice Chairman of Jiangsu Provincial Government, Deputy Director of Jiangsu Provincial People's Congress Standing Committee, Honorary Chairman of China Education Society, Honorary Chairman of China Preschool Education Research Association, Honorary Chairman of Jiangsu Psychological Society, etc., and made valuable contributions to China's education. 1982 after Chen Heqin's death, his articles and works were compiled into the Collection of Chen Heqin's Education by Beijing Institute of Educational Sciences, totaling more than 3 million words. Published by Beijing Publishing House 1983 to 1985. Teaching Principles of Life Education is his masterpiece, which is included in the second volume of this collection and is the core part of the theoretical system of life education.

main content

Seventeenth teaching principles are as follows:

Principle 1: What children can do by themselves should be done by themselves. This paper is based on children's playful psychology. Children can get the pleasure of muscle movement by themselves. Do it yourself is do it yourself. When you do it, you will have direct contact with things, you will get direct experience, you will know the difficulty of doing things, and you will know the essence of things. Chen Heqin said: "The principle of doing is the basic principle of teaching. All learning, whether it is muscle, feeling or experience, depends on' doing'. " "Therefore, whatever a child can do, he should be allowed to do it himself."

Principle 2: Children should be allowed to think independently as much as possible. The theoretical basis of this principle is that according to behavioral psychology, thought is also an action. Children not only like touching, but also like thinking. Therefore, school activities and teaching should not directly explain the results, but should let children experiment, think and seek the results themselves. Chen Heqin said: "Direct experience and your own thoughts are the only way to learn."

Principle 3: If you want children to do something, you should teach them how to learn. This article also emphasizes that children do it themselves and practice it themselves. For example, swimming is useless to go to school on land. For example, it is useless to teach how to cook in the classroom. We must let them learn a lot in a proper natural environment.

Principle 4: Encourage children to discover their own world. The theoretical basis of this principle is the psychological characteristics of children who like outdoor life. The children are happy outside, but they are not happy when they are shut at home all day. So the natural society outside the door is the world of children. Exploring the mysteries of nature and studying the practical problems of society are all living teaching materials for children. Chen Heqin said: "Children's world is explored and discovered by themselves. The knowledge he asked for is true knowledge, and the world he discovered is his real world. "

Principle 5: Positive encouragement is better than negative sanctions. This principle is based on the psychological characteristics of children who like praise. You are happy when you praise him, but disgusted when you scold him. We can use this psychology to encourage children how to behave and how to learn. That is, "we should use encouraging methods to control children's behavior and urge them to learn." Old-fashioned schools always use negative methods to punish children, which will not have much effect, and sometimes it is easy to arouse his disgust.

Principle six, the great society of nature is our living teaching material. The theoretical basis of this principle is the same as principle 4. Children like to live in the wild, and they can explore and pursue in the wild natural society, so as to obtain real and economic direct knowledge. The knowledge in books is indirect knowledge, and children have no experience at all, so it is impossible to completely ignore it after reading it. Therefore, we must let children go to nature and society and learn the knowledge of the past through "modern" living textbooks.

Principle seven, comparative teaching method. The advantage of this teaching principle is that children can correctly understand what they have learned, and deeply imprint it in their hearts and remember it for a long time. For example, if we want to teach children to know a cat, it is better to compare it with a dog, so that children can distinguish their own characteristics and deepen their understanding in comparison. Comparative teaching method has a wide range of applications, which can be applied to all disciplines and even to self-cultivation.

Principle 8: Improve learning efficiency by means of competition. This principle is based on children's psychology of liking competition. Teachers can use this psychology to organize children's competitions, increase their interest in learning and promote their learning efficiency. But the competition must avoid the pride of the winner and the discouragement of the loser, prevent disobedience, turn competition into confrontation, and turn competition into jealousy. Generally speaking, there are two kinds of competition: one is competition with others, and the other is competition with oneself. There are two kinds of competitions with others: one is team competition; One is personal competition. There are two advantages to competing with yourself: first, it is easy to be inspired and not easy to lose heart; First, know your grades and be willing to learn.

Principle 9: Positive hints are better than negative commands. The basis of this principle is the same as principle 5. That is, children like to listen to good things rather than bad things. Using this kind of psychology, teachers can use the incentive education method to educate their children. Positive suggestion is an inspiring educational method; Very soft