In the education field of China, educational philosophy was not studied and taught until after the 1920s. On the eve of the May 4th Movement (19 19), Dewey came to China to give lectures and give lectures on pragmatic educational philosophy, which had a great influence on the educational circles in China. From then on, some people in China began to study and teach educational philosophy. At that time, Nanjing Normal University took the lead in setting up the subject of educational philosophy in colleges and universities, and later it was gradually extended to the education departments of normal colleges and universities all over the country, and some secondary normal schools also set up this elective course. At that time, educational theorists not only translated and published all Dewey's speeches and major works in China, but also introduced in detail the popular schools of educational philosophy in the West at that time. In the 1920s and 1940s, China's educational theorists successively published more than a dozen educational philosophy works, such as Fan's Outline of Educational Philosophy, Wu's Outline of Educational Philosophy, Wang's Philosophy of Education, Wang's Philosophy of Education, Qian's Principles of Modern Education and Lin's Philosophy of Education. Zhang Liyuan's educational philosophy, etc. In these educational philosophy works and other related articles, although they all have their own systems and opinions, they inevitably have the characteristics of that era, mainly influenced by pragmatic educational thoughts to some extent, and a few come from German classical idealism or religious philosophy. Among them, some scholars initially accepted Marxist thought and tried to study educational philosophy with dialectical materialism and historical materialism, such as Lin, Qian and so on. Although these works can't be said to be perfect, and some problems can't escape the influence of pragmatism, their viewpoints and methods of analyzing and solving problems are very different from those in the past, and some problems raised in the books still have research value.