1. the origin of education

(1) theory of biological origin

The representative figures of biological origin theory are/kloc-French little in the 9th century, American Thorndike and British Percy? Yes According to the theory of biological origin, human education originates from the survival instinct activities of various animals in the animal kingdom, and there are also educational activities in the animal kingdom. Its fundamental mistake is to confuse the boundaries between animal instinctive activities and human social education activities.

(2) the theory of psychological origin

Lu Meng, an American psychologist, is a representative of the theory of psychological origin and the author of Textbook of Educational History. From the perspective of psychology, Meng Lu judged that education originated from children's unconscious imitation of adults according to the primitive historical facts that there were no schools, teachers and textbooks in primitive society.

Meng Lu's mistake lies in that he attributed all education to the imitation behavior under the unconscious state, and failed to understand that the reason why people become people is the essential stipulation of consciousness, and that all human activities are purposeful behaviors under the control of consciousness.

(3) labor origin theory

The representatives of labor origin theory are mainly educational historians and educators such as Midinsky and Kailov in the former Soviet Union. On the basis of criticizing the biological origin theory and psychological origin theory, the labor origin theorists used Engels' views on the origin of human beings and human society in the process of labor transformation from apes to human beings. In a sense, labor created human beings? Based on this basic proposition, it is inferred that education comes from labor and from the dialectical unity of social production needs and human development needs in the process of labor.

2. Education development

(1) Education in primitive society

Education in primitive society has the following characteristics:

First, this primitive educational activity is already a conscious social activity of human beings, with a certain purpose, but without strict planning.

Second, education in primitive society has no class nature, and the purpose of education is to serve production and social life.

Third, the educational content corresponds to the needs of primitive social life, taking life experience as the educational content, but the educational content is poor.

Fourth, the educational methods are mainly based on words and deeds, which complement each other, combined with demonstration and imitation of practical actions, without words and books.

Fifth, the purpose of education is the same. Equal educational rights.

Sixth, educational activities are integrated with productive labor and social life, and what kind of education is received in what kind of environment and social life. Education directly serves production and life.

Seventh, there are differences in education between men and women, which are rooted in the division of labor.

Eighth, the level of education is low, and education has no specialized personnel, institutions, places and organizational forms.

Ninth, education is closely related to primitive religions and rituals.

(2) Education in ancient society

(1) The development of ancient social education

(2) The characteristics of contemporary school education.

Although there are many differences in the specific content and form of education between the East and the West, they all reflect the basic characteristics of the development level of etiquette, which are embodied in education as follows:

First, class nature. The ruling class enjoys the privilege of education, while the ruled class is deprived of the right to education. The hierarchy within the ruling class is also reflected in the education system. There is an insurmountable gap between nobles and civilians, between masters and servants.

Second, orthodoxy. The content of education is the political thought and ethical concept of the ruling class, and education is subordinate to the rule.

Third, autocracy. The process of education is a process of control and being controlled, indoctrination and passive acceptance. The majesty of orthodoxy depends on the majesty of teachers and priests, and on the majesty of enrollment, examination and teaching discipline.

Fourth, rigidity. Teaching methods and learning methods are rigid, rote learning and mechanical imitation.

Fifth, symbolic meaning. The symbolic function of education is dominant. What kind of education you can receive marks a person's social status. The main purpose of education is not to acquire practical knowledge, but to receive education itself. The education of classics and doctrines is in a higher position in society, while the education of acquiring practical knowledge is in a lower position in society.

Sixth, religion. In the whole teaching process, we pay special attention to and strengthen the indoctrination of religious theological spirit and witchcraft thought.

(3) Modern education

Modern education includes capitalist education and socialist education.

① Characteristics of capitalist social education

First, the purpose of capitalist education is not only to cultivate and select the ruling talents of the bourgeoisie, but also to give the broad masses of working people certain cultural and scientific knowledge and cultivate skilled labor.

Second, scientific knowledge has been injected into the course content, and many new subjects have been added.

Thirdly, in teaching methods, we should pay attention to the introduction of new methods such as experiment, demonstration and practice, and attach importance to inspiring teaching methods that respect students' learning enthusiasm.

Fourth, the right to education has been expanded and the slogan of universal education has been put forward.

Fifth, in the form of teaching organization, the class teaching system has replaced the individual teaching system.

② Characteristics of socialist social education

First of all, socialist education conforms to the interests of working people and promotes social progress and development. The purpose of education is to train builders and successors of the socialist cause.

Second, the right to education is in the hands of working people.

Third, pay attention to the combination of education and productive labor.

(4) Education after the 20th century

① New features of post-20th century education

First, lifelong education.

Second, the popularization of education.

Third, the democratization of education.

Fourth, education is diversified.

Fifth, the modernization of educational technology.

② The development trend of modern education.

Modern education, especially the education system after World War II, presents some common development trends:

First, strengthen pre-school education and attach importance to the connection with primary education.

Second, strengthen the popularization of compulsory education and extend the period of compulsory education.

Third, general education and vocational education are developing in the direction of mutual penetration.

Fourth, the types of higher education are increasingly diversified.

Fifth, the boundary between academic education and non-academic education is gradually weakening.

Sixth, the education system is conducive to international exchanges.

The above is about the sharing of the origin and development of primary education in 2020. I hope it will help all candidates! More about the skills of preparing for the teacher qualification certificate, preparing for the dry goods, news information and so on. Bian Xiao will continue to update.

That's what Bian Xiao shared for you about the test sites of primary education: the origin and development of education. For more information, you can pay attention to the global ivy and share more dry goods.