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Herbart put forward the theory of "four-stage teaching". The teaching process is divided into four stages: clarity, association, system and method.

1, clear: The so-called "clear" refers to the first step in the teaching process, that is, when teaching a new class, the content of the new class is clearly presented to the students through the teacher's demonstration or the use of intuitive teaching AIDS, so that the students can obtain vivid representations and understand new words, concepts and principles. For example, in physics class, teachers let students clearly see the process of things changing through detailed demonstrations, which embodies the step of "clarity".

2. Lenovo: The so-called "Lenovo" refers to the second step in the teaching process, that is, teachers help students establish the connection between new knowledge and old knowledge, which is equivalent to the teacher's analysis of a specific problem and the initial formation of some assumptions. For example, when explaining physics problems, teachers analyze and discuss with students according to past experience, and find a relevant answer, which embodies the steps of "association".

3. System: The so-called "system" refers to the third step of the teaching process, that is, on the basis of association, students make careful consideration and form the final conclusion. For example, under the guidance of teachers, students think and explore a problem, and finally form a conclusion, which embodies a "systematic" step.

4. Method: The so-called "method" refers to the last step in the teaching process, that is, applying what you have learned in real life to achieve the purpose of applying what you have learned and integrating it. Teachers can take practice, experiment, practice and other methods to let students carry out practical operations. For example, students learn addition and subtraction in class, and they can use addition and subtraction to go shopping in the supermarket after class, which embodies the steps of "method".

Teaching principles:

Herbart attaches too much importance to classical education, adopts harsh attitudes and methods to students, and pays little attention to cultivating children's creativity and initiative. His whole educational thought is formalistic and mechanical. But there are also positive factors, such as attaching importance to the connection between pedagogy and psychology; Attach importance to the educational principle of teaching.

Pay attention to the systematicness of teaching; Develop various interests, etc. /kloc-After the middle of the 0/9th century, Herbart's educational thought had a great influence on middle school education in Europe and America, especially on classical middle school education. His disciples and educators, such as T. Ziller, O. veerman and W. Ryan, made great efforts to popularize the formal stage teaching method.

Ryan also divided the first stage into two stages: preparation and prompting, which, together with connection, integration and application, is called five-stage teaching method. This five-stage teaching method prevailed in Europe and America from the end of 19 to the beginning of the 20th century. After it was introduced into China, it had a certain influence on the old primary and secondary school teaching in China. Herbart's main works are: General Pedagogy (1806), Relationship between School and Life (18 18), Pedagogy Syllabus (1835) and so on.