A new branch of educational science. There are different opinions about what comparative education is. Most scholars of comparative education believe that we should study the major international education problems in the development of world education from the reality of each country, rather than conceiving a formal theoretical system with no practical significance from an abstract definition. Comparative pedagogy is to study the education of different countries, nationalities and regions in the world from the viewpoint and method of Marxism, using the viewpoint and method of dialectical materialism and historical materialism, and comprehensively applying relevant new science and technology; On the basis of discussing their respective economic, political, philosophical and national traditional characteristics, this paper studies some common characteristics, development laws and general trends of education, and makes a scientific prediction. In order to give full play to the best role of education according to the national characteristics and the specific situation of the country and serve to improve the quality of education and the people's cultural and scientific level. The basic characteristics of comparative pedagogy ① Internationality. Comparative education should at least make a comparative study of education in more than two countries. It is transnational and has international characteristics. ② Comparability. In international education, only through comparison can we identify, and only through identification can we explore scientific conclusions that conform to objective laws as a reference for our country. ③ Comprehensive or interdisciplinary. The task of comparative pedagogy research is to concentrate the achievements of several social disciplines to study the education of various countries, which spans the scope of several disciplines. Therefore, it is necessary to have knowledge of philosophy, history, political economy and sociology, and be familiar with the research methods of these disciplines in order to make a historical and social concrete analysis and comprehensive comparison of education in various countries. The first stage of the development of comparative education (1817 ~1917) is characterized by "reference". 18 17 French educator M.-A. Julian first put forward "the research plan and preliminary opinions of comparative education". He put forward four creative suggestions on comparative education research: ① Organize an international education association, hire permanent public servants to undertake the collection of comparative education materials. (2) Collect information from various countries through questionnaires, so that the International Education Commission can put forward appropriate suggestions on education reform. ③ Establish a normal school network and train teachers with the latest methods. (4) Periodically issue educational publications in various languages to spread the experience of educational reform. These suggestions have certain theoretical and historical significance for the development of comparative pedagogy. The second stage (19 17 ~ 1945). The second stage is from the October Revolution to the Second World War. The main feature of this stage is to make an international comparative study of the development of education systems in various countries in the world and explore the basic factors that dominate the education systems in various countries. Kandel, an American educator, is a representative figure at this stage. His book Comparative Pedagogy, written in 1933, had a great influence on the teaching and research of comparative education at that time. China once translated the book into Chinese as a teaching material for comparative education in universities ... Krupskaya also studied the educational experience of the United States, Germany, Austria, France, Belgium and Switzerland, which had a certain influence on the educational development of the Soviet Union. The main feature of the third stage (1945 till now) is to deepen and expand the research results on the basis of international educational experience. The performance is as follows: ① expanding and building new research institutions. 195 1 year, UNESCO established the Hamburg Institute of Education, 1956, and established the international educational achievement evaluation association and other institutions. Council of the World Society for Comparative Education was established. By 1980s, the Society had held the World Conference on Comparative Education in Ottawa, Geneva, London and Tokyo, and achieved important research results. ② Diversified comparative research methods. In the previous stage, the historical research methods of kandel and others were mainly used; At this stage, in addition to historical law, many educators introduced the concepts and research methods of social science into the research field of comparative education, and some new research methods of comparative education appeared. To become a science, the comparative education of research methods must be guided by dialectical materialism and historical materialism, proceed from the reality of various countries, and use various scientific methods of comparative research. Commonly used methods are divided into two categories: ① Comparison based on regional studies. (2) Comparison based on problem research. In addition, descriptive methods, historical methods, sociological methods and statistical methods can be supplemented. In the research, we should use various methods flexibly according to the research object and task, so that the results of comparative research have universal significance. Although great achievements have been made in the research of comparative education, more and more countries in the world attach importance to comparative education. However, due to the different educational systems and guiding ideology of different countries, how to solve the problem of unifying comparative standards in comparative education research needs comparative educators to explore deeply and find another way.