Herbart is a philosopher and psychologist in Germany19th century and the founder of science pedagogy. In the history of modern education, no educator can compare with it. His educational thought had a great, extensive and far-reaching influence on the school educational practice and the development of educational theory at that time and even in the next hundred years. Herbart mainly put forward five important ideas and viewpoints.
First, take ethics and psychology as the theoretical basis of pedagogy.
Secondly, emphasizing the authoritative role and the central position of teachers has formed the characteristics of traditional education teacher center, teaching material center and classroom center.
Third, put forward the theory of "four-stage teaching". The teaching process is divided into four stages: clarity, association, system and method, and then modified by his student Ziller into five stages: preparation, prompt, comparison, summary and application, which is called "five-stage teaching method".
Fourth, the principle of education and teaching: "I think there is no education without teaching. On the contrary, I don't recognize any teaching without education."
Fifth, the purpose of education: to cultivate good social citizens.
Life:
1776, Herbart was born into a sheriff's family in oldenburg. I studied philosophy with Fichte in Jena.
1797 After graduating from Herbart University, she was hired as a tutor in Switzerland, responsible for educating three children of a noble. In two years of educational practice, Herbart has gained a lot of educational experience, which has become an important resource for him to explore educational theory in the future. During this period, he went to the school in Loch, pesta.
1805 began to teach philosophy in gottingen, 1809 went to konigsberg to take over as chairman of Kant's philosophy, and established an experimental school there. 1833, he returned to gottingen as a professor of philosophy until his death.
Herbart extended the application of psychological knowledge to the school education system and penetrated into the construction of all educational theories, becoming a typical representative of real educational psychology after Pestalozzi.
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 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. Later, Balter's impressive students Ziller and Ryan developed into five stages: preparation, prompting, association, generalization and application, which provided the front-line teachers with a teaching model that was easier to understand, master and apply. Kailov, a Soviet educator, evolved it into five steps, namely, review, introduction, explanation, summary and practice. In 1950s, this teaching mode was widely used in primary and secondary schools in China.
Herbart's educational thought not only promoted the development of German educational theory and practice, but also had a great influence on the education of 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 development, with the rise of progressive educational thoughts and other places, the influence of Herbart's educational thought and Herbart school gradually declined.
reference data
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