The new education movement was a bourgeois education reform movement that appeared in Europe from the end of 19 to the beginning of the 20th century. Its main content is to establish a new school completely different from the old traditional school in educational purpose, content and method, so it is also called the new school movement. /kloc-at the end of 0/9, capitalism entered a monopoly period. The new economic and political situation needs talents with the initiative and ability to explore the cause of capitalism. The aristocratic school education that only emphasizes book knowledge and is arrogant and lazy can no longer meet the requirements and must be reformed. 1889, C. Reddy of Britain founded the first new school in Europe, namely Albert Family School.

The category of new education

Reddy condemned that education at that time could not meet the needs of modern life, and only made people for the past, not for the modern. The principles of his new school are: to cultivate students into independent people with all-round development of personality, ability, wisdom, physical strength and manual skills; Oppose reading, require education to be linked with life, and combine theory with practice. E de Maureen of France agrees with Reddy's educational thoughts and supports his activities. He founded Roche School in France on 1898, and published the book "New Education". He pointed out that the new school must attach importance to the cultivation of practical knowledge and practical ability, and students should develop in free activities. In the same year, educator H opened a similar school in Germany, named "Rural Boarding School". Since then, various new schools have been established in Belgium, Italy and the United States. For example, Italian educator M. Montessori founded "Children's Home" in Rome in 1907 on the basis of psychological and educational research on children with mental retardation, and provided "free education" for normal children. The Belgian educator O. Decroo founded the "School of Life" in Brussels on 1907. The practice of these "new schools" quickly received enthusiastic response in European countries and the United States, and thus formed a wide range of new education movements. After the new education was introduced into the United States, it was immediately combined with the American progressive education movement, forming a more powerful modern education movement, and obtained theoretical argumentation from the American pragmatic education theory. Later, Gary School System, Winnetka System, Dalton System, Design Teaching Method and other teaching systems and methods produced successively in the United States basically belong to the category of new education.

The process of new education

New schools, especially some new schools initially opened in Europe, are generally secondary boarding schools run by private individuals or private groups, and the tuition fees are expensive. Most schools are located in rural areas or suburbs of big cities, with quiet environment, beautiful scenery, well-equipped and comfortable, with a small number of students and family-style education management. These schools attach importance to sports, handicrafts and gardening activities, and cultivate students' observation ability, aesthetic ability and original spirit. Attach importance to modern humanities and natural science courses in teaching content. In teaching methods, we should oppose corporal punishment, pay attention to the development of children's interest and thinking ability, and pay attention to practical activities and practical knowledge. In moral education, it is mainly to instill the concept of bourgeois democracy and cooperation, cultivate children's sense of responsibility and enterprising spirit, and require sports, intellectual education and manual activities as important processes of moral education.

New education plan

With the establishment of new schools in capitalist countries, the International Alliance for New Education was established in Switzerland in 19 12, and put forward the program of new education. The program points out that the fundamental purpose of education is to respect the free development of children's personality, fully develop children's various abilities in activities, and actively cultivate children's sense of personal responsibility and cooperative spirit in serving the society. 19 19, A. Ferrier, a Swiss educator and president of the International New Education Alliance, summarized the basic requirements and principles of new schools into 30 articles according to the practice of new schools in various countries and his own educational ideas, and made a detailed and comprehensive exposition of school facilities, life learning system, physical labor, physical education, intellectual education and moral education, as well as some important theoretical issues related to new education. The activities of the International New Education Alliance were suspended in World War I and resumed on 192 1. Its program is constantly revised with the needs of the international struggle situation. In the program of 1932, the role of education in "transforming society" and cultivating "good citizens of our country" and "citizens of the world" is emphasized, while in 1942, the slogan of "equal access to school" is vigorously promoted.