Reference books are recommended as follows:
The reference book is 3 1 1
Pedagogy, Wang Daojun and Guo Wenan, People's Education Press, 2009;
12 "Fundamentals of Pedagogy" edited by national key normal universities, Education Science Press, 2008;
History of Education in China, Sun Peiqing, East China Normal University Press, 2009;
Course of Foreign Education History, Wu Shiying, People's Education Press, 2012;
Contemporary Educational Psychology, Liu Rude, Beijing Normal University Press, 2007;
Introduction to Educational Research Methods, Pei Dina, Anhui Education Press1995;
Advice to candidates
(1) On the basis of reviewing the four parts, we integrate these parts to understand pedagogy, educational phenomena and educational problems from the perspectives of educational development history (educational history at home and abroad), educational psychology foundation (educational psychology) and educational scientific methodology foundation (educational research methods), and try to form a multidisciplinary educational view.
(2) Pay more attention to the practical hot issues in education, try to use the theories and viewpoints of various disciplines of pedagogy to analyze and judge, and cultivate their ability to find, study and solve problems, which will not only help them to play the exam and answer questions flexibly, but also help graduate students to work hard at the learning stage after entering school.
(3) Read more educational academic journals and works as well as related documents of humanities and social sciences, broaden your horizons, and better understand education and its theories and problems influenced by many social humanities subjects with the help of others' views.
Finally, the most important thing for the postgraduate entrance examination is to reflect on yourself in a timely manner, always maintain self-confidence, take every step well and plan your next step in time. I believe you must be the one who laughs last!
Who can help my brother find the basic pedagogy jointly compiled by 12 key universities in China?
Basic Pedagogy Chapter 1 Education and Pedagogy Section 1 What is education 1, the concept of "education" (1) and the daily usage of "education" (see the textbook "Pedagogy Basis" p2-3) Education as a process, education as a method and education as a social system.
Education in a broad sense: any activity that enhances people's knowledge and skills and affects people's ideology and morality is education. Education in a narrow sense: mainly refers to school education, that is, the activities of educators to influence the educated physically and mentally in a purposeful, planned and organized way according to the requirements of a certain society or class, and to cultivate them into people needed by a certain society or class.
Thematic education: refers to ideological education activities. (2) The etymology of the professional concept "education" (see the textbook "Pedagogy Basis" p2): The definition of "education" in China and the West: Education is a practical activity to promote individual socialization and social individualization under a certain social background.
1. Social perspective: It is related to certain social, political, economic and cultural conditions. 2. Object perspective: integration, "individual socialization and social individualization". 3. Value perspective: "promoting" or "accelerating". 4. Practical perspective: practical activities, non-pure theoretical types of activity education 1. Logical type: institutionalized education and non-institutionalized education II. Space types: family education, school education and social education 3. Time types: education in agricultural society, education in industrial society and education in information society II. Differentiation and integration of the connotation of "education" (1) Differentiation of the connotation of "education" This is a concept based on the specific interpretation of individual's "perfect development" in the formation of modern "people-oriented" educational goal orientation. (2) Integrating the connotation of "education" at the level of educational objectives, emphasizing the balanced, coordinated and harmonious development of all education.
The integration of educational means is only the decomposition of educational purposes, not educational means. It is believed that some education bears the responsibility of moral education, while others bear the responsibility of physical education or intellectual education, which actually artificially reduces the responsibility that teachers should bear.
3. The historical development of education (refer to "Basic Pedagogy" p9)( 1) The origin of educational myth says that education, like other things, is created by a personified god (God or Heaven). Theory of biological origin: [France] Letourneaux, education comes from animal instinct.
Theory of psychological origin: [America] Meng Lu, the initial form and method of education were mainly children's unconscious imitation of adults in daily life. The origin of labor theory (2) The historical development of education: education in agricultural society: the emergence of ancient schools, the Shang Dynasty in Egypt and China.
Classical schools, such as grammar schools and rhetoric schools, mainly focus on personalized teaching, without strict classes and academic years. Education in industrial society: the emergence of modern schools, combined with productive labor, has become more and more popular.
Class teaching system. Education in the information society (forming society) The origin of pedagogy in the second section? The occurrence of educational problems and its scientific investigation (1) Education is an extremely important issue for human beings. Education will always accompany human beings, and parents, elders and teachers all hope that the next generation will grow up healthily.
No matter what era, people regard education as an important "problem". -the question of "how to educate".
2. Once the problematic educational behavior or fact of "educational problem" appears, it will not just stay at the level expressed by the word "education". Educational facts have risen from the object stage of cognition to a higher stage of conscious research, so education has become a human problem.
People consciously put forward "what kind of person to train" and "what method to train people". (2) The scientific discussion on education has opened up a science of "education problem"-the field of pedagogy.
We have been trying to develop educational science for 200 years. Is it possible to develop such a science? What problems should be discussed and how to solve them? There are many fundamentally different answers to these questions, which are still controversial today. For example, "the research object of pedagogy is educational phenomena and their laws."
The question is what is an "educational phenomenon"? What is the "Education Law"? 3. Educational problems and educational phenomena (1) The word "educational phenomena" is ambiguous. Take the class phenomenon as an example. Sociologists regard it as a "social phenomenon", psychologists as a "psychological phenomenon" and educators as an "educational phenomenon". This is a possible perspective to observe this objective phenomenon, not a purely "objective" observation. Unless it is limited, it means that the boundary between pedagogy and the research objects of related disciplines has not been drawn.
Pedagogy is a science that studies educational phenomena and problems and reveals educational laws. (2) Phenomena and problems Even if we think that natural phenomena can constitute natural science, it does not mean that natural phenomena as facts can directly become natural science.
Between the two, there must be the intervention of human activities, and natural phenomena, as facts, should be raised as problems of scientific research. The apple fell to the ground, which is a fact that exists in front of ordinary people. However, only by raising this fact as a question can scientific research begin.
Therefore, pedagogy should be a science to study "educational problems". 4. The nature of pedagogy is 1. Practicality: Studying educational phenomena and problems. 2. Theory: there are special categories, methods and expressions; Theory three. Synthesis: communication theory and practice; Multidisciplinary perspective 5. The characteristics of the embryonic stage of a brief history of pedagogy (1) are: at the level of experience and custom, there is no systematic sign of rational knowledge: Plato's Republic, Aristotle's Politics, Xue Ji (the earliest systematic ancient pedagogy works in ancient China and even in the world) and The Analects of Confucius (II) were produced at its initial stage: the need of educational practice; The trend of scientific development, from deduction to induction, from synthesis to differentiation; The symbol of scholars and educators' efforts: the object; Concepts and categories; Methods; Organizational structure; Character: Bacon (induction) Comenius (great pedagogy, the first modern pedagogy work) Kant (rational attitude) Herbart (father of modern pedagogy or founder of scientific pedagogy, general pedagogy, the first modern education.