1 clear: interest focuses on intuitive things, and teachers prompt students to get a clear representation;

2 combination: the combination of old and new knowledge, but confused; Considering the newly emerging individual things with the original things in the concept of experience, the temporary "relationship" between the old and the new things is initially formed, which is equivalent to putting forward the "hypothesis" of new problems.

3 system: make the alliance orderly and obtain new concepts; Herbart's "system" is to further investigate the initial connection (hypothesis) between old and new things, so that the old and new things are in the right position.

Methods: Give priority to homework and consolidate and strengthen knowledge. Through repeated popularization and application, the original hypothetical relationship is further verified. Herbart's "method" refers to "application" (or practice), such as homework, writing and correcting mistakes.

Extended data:

Herbart's theory of teaching form stage is essentially a complete classroom teaching process, including teaching methods and teaching forms.

Herbart divides interest into four stages: attention, expectation, method and behavior, and puts forward the stage theory of teaching form according to two ways of thinking in children's learning activities: concentration and deliberation. He pointed out that any educational and teaching activities are orderly.

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 psychological application and its ethics complement each other and jointly serve the perfection of educational theory. When applying psychological knowledge, he never forgets the sociality of psychology itself and the humanistic attribute of educational science, which has the classic characteristics of balance and harmony.

Herbart is a pioneer in making pedagogy an independent science, an advocate of "education and teaching" and an inventor of the teaching form stage, which occupies an important position in the history of modern western education.

Herbart clearly put forward the scientific problem 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.

Herbart clearly put forward the idea of "education and teaching" for the first time in the history of western education. Before Herbart, educators usually studied and expounded moral education and teaching respectively, and education and teaching were usually given different purposes and tasks. Herbart's pioneering contribution lies in clarifying the connection between education and teaching.

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 ". Therefore, moral education is implemented on the solid foundation of subject teaching, which has the task of moral education, which has become the basic principle of education and promoted the development of educational theory.

Herbart's educational psychology pursues the scientificity of education, but its idealism, speculation and deduction ultimately affect the scientificity of his theory, which is manifested in the limitations of the development of psychological science itself, the neglect of educational experiments and the lack of understanding of the education and teaching process.

References:

Baidu Encyclopedia-johann friedrich herbart