Herbart is a German philosopher, psychologist and educator in the19th century, and is known as? Father of science pedagogy? He proposed to build pedagogy into an independent discipline, and established a complete educational theory system on the basis of ethics and psychology. His representative works include General Pedagogy and Pedagogy Syllabus.
First, the theoretical basis of educational thought
Herbart's educational thought has dual theoretical bases, namely ethics (philosophy) and psychology.
1. Ethics
The basic content of ethics includes five moral concepts, namely, internal freedom (internal judgment), perfection (coordination of internal rational ability), kindness, justice (self-denial and law-abiding), fairness or reward (legal sanctions). They are regarded as eternal truths and moral standards that maintain the existing society.
2. Psychology
Herbart was the first educator who studied psychology as an independent discipline in western history. He pointed out that pedagogy must be based on psychology, systematically study psychological problems such as apperception, interest and attention, and establish its own conceptual psychology.
The theory of apperception holds that when a new stimulus works, the appearance enters the threshold of consciousness through the door of senses; If he has enough power to arouse the activities of existing similar ideas under the threshold of consciousness and combine them, then the power thus obtained will expel the ideas that previously dominated consciousness and become the center of consciousness, and the new sensory representation will be combined with the existing ideas to form an apperception group (that is, the result of cognitive activities); If the concept similar to the new representation is already on the threshold of consciousness, then the combination of the two will further consolidate its position.
Second, the theory of moral education
In Herbart's educational theory, moral education is the most important content.
1. Educational purpose
Herbart believes that morality is the highest purpose of education. He divided the basic purpose of education into two types, namely? Possible purpose? And then what? Necessary purpose? . So-called? Possible purpose? Refers to the purpose related to the child's future career. This purpose is to develop various interests and make people's various potentials develop harmoniously. ? Necessary purpose? It refers to the highest and most basic purpose of education, namely morality. This purpose is to cultivate five moral concepts: inner freedom, perfection, kindness, justice, fairness or reward.
2. Principles of education and teaching
Herbart attaches importance to the role of teaching and puts forward a very important principle, namely the principle of education and teaching.
The meaning of the principle of education and teaching: education (moral education) can really produce practical results only through teaching, and teaching is the basic way of moral education.
Third, curriculum theory.
1. Experience, interests and courses
Herbart advocates that the choice of curriculum content must conform to children's experience and interest in curriculum theory.
(1) experience. Children's experience in daily life is the basis of teaching activities. However, children's early experience is not perfect, but scattered and messy, which needs to be supplemented and sorted out through teaching. Reflected in the textbook, it is an intuitive textbook.
(2) interest. Interest exists in experience, so only the content related to children's experience can arouse children's strong interest. It can keep children in a state of awareness, so as to better accept teaching materials.
(3) Interest curriculum system. Herbart divides various interests into two categories: interest in experience and interest in sympathy. Among them, the interest in experience includes experience, speculation and aesthetics; Compassionate interests include sympathy, society and religion.
2. apperception and curriculum
New ideas and knowledge are always based on the original. It can be inferred that the curriculum arrangement should make children gradually transition from familiar materials to closely related but unfamiliar materials. Accordingly, Herbart proposed? Related? With what? Focus? Principles of curriculum design.
Relevance: The arrangement of different courses in the school should influence and connect with each other.
Concentration: Among all the courses in the school, choose one subject as the center of learning and use other subjects as the means to learn and understand it (history and mathematics).
Fourth, teaching theory.
1. Teaching process theory
Herbart's teaching process theory is based on apperception theory. He believes that there are three links in the process of apperception: sensory stimulation, analysis of old and new concepts, and combination and formation of apperception groups. Accordingly, he proposed three different teaching methods: simple prompt teaching, analytical teaching and comprehensive teaching. The interrelationship between these three methods produced what he called. Teaching process? .
(1) Simple prompt teaching. Simple prompt teaching is actually intuitive teaching, and its purpose is to obtain sensory representations related to children's experiences through the senses, so as to prepare for the combination of existing experiences and new ideas.
(2) Analysis teaching. Analysis teaching is based on simple prompt teaching. Its function is to analyze the perceived things, and make children's response to the current stimulus more clear through analysis, so as to prepare for the combination of ideas.
(3) Comprehensive teaching. Through comprehensive teaching, the distinction between the clear representation provided by simple hints and the representation produced by analytical teaching forms a combination of ideas, that is, new knowledge and concepts are obtained.
2. Stage theory of teaching form
Herbart's educational theory has the greatest influence on later generations. Herbart thinks that interest can be divided into four stages: attention, expectation, requirement and action. On this basis, he put forward the theory of teaching stage: teachers should adopt teaching procedures that conform to the laws of students' psychological activities and carry out teaching in a planned and step-by-step manner. He divided the teaching process into four successive stages:
(1) I see. It means that when a teacher explains a new textbook, he breaks it down into several parts and prompts it to students so that they can understand and master it. At this time, what is the psychology of students? Static concentration? State, whose interest stage is attention, is suitable for teachers to impart knowledge in a narrative way.
(2) Lenovo. It refers to combining old and new ideas through dialogue between teachers and students. The task of teaching is to combine the new ideas put forward by teachers in the previous stage with the old ideas in students' consciousness. At this time, what is the psychological performance of students? Dynamic concentration? . What is the stage of interest? Looking forward to it? New knowledge; Teachers' task is to communicate with students, and free conversation is the best way to communicate.
(3) system. It refers to finding conclusions and laws under the guidance of teachers, making concepts systematic and forming concepts. At this time, what is the psychology of students? Still thinking? State and interest activities are in the compulsory stage, and teachers should systematize their knowledge with comprehensive methods.
(4) method. It refers to applying what you have learned to practice and checking whether students understand new knowledge correctly. At this time, what is the psychological performance of students? Dynamic thinking? . Its interest lies in learning action, and the teaching method is mainly to let students do homework, write articles and revise articles, so as to apply what they have learned.
Fifth, the influence of educational thought.
Herbart, as a representative of traditional education, emphasizes three centers: classroom, teaching materials and teachers. His educational theory reflects the development level of educational theory during the establishment of capitalism. After 1970s, Herbart and Herbart School's educational thoughts have long dominated the school education reform in many countries in the world.
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