Born in Odenburg, Germany. His childhood education benefited from his mother and tutor, and later he entered the Latin school and the University of Jena on 1794. At school, he studied the philosophical works of Kant and Fichte. At that time, the ancient Greek philosopher parmenides (about 6th century BC) had just published his theory that all beings are unified and unchangeable, which had a great influence on him. /kloc-at the beginning of 0/797, he went to Switzerland to be a tutor of a noble, and he had not finished his college course; This position aroused his interest in education. He visited burgdorf in 1799 and got to know Pestalozzi. He was deeply impressed by him, but he did not accept the democratic tendency in Pestalozzi's view. 1799, he stopped to live in a friend's house to specialize in philosophy; 1802, he received his doctorate from the University of G? ttingen, and then taught there. 1809 was invited by the university of konigsberg to teach philosophy and pedagogy after Kant, and founded the Institute of Education, aiming at training teachers and applying its educational principles. 1833 returned to teach at the University of G? ttingen and died in 184 1.
During his teaching in two universities, he published his major works. Educational works include: (1) On the Revealing of the Beauty of the World as the Main Work of Education (1804), which is a strict deductive way, starting from the educational purpose, discussing its assumptions, achieving the goal through assumptions, and paying attention to the display of ethics. (2) General Pedagogy (1806), which is divided into three parts: management, teaching and training, shows his main educational thoughts and focuses on psychology. (3) The Outline of Pedagogy Lectures (1835) is a supplement to general pedagogy, which further develops the basic ideas of psychology in the previous book. Other books related to education include Pestalozzi's Intuition and Preliminary Thoughts (1802) and Education under Public Cooperation (65438). The relationship between school and life (18 18), several letters on the application of psychology to pedagogy (183 1), the relationship between idealism and education (183 1), etc.
Herbart was the first bourgeois educator who tried to establish pedagogy as a science in modern times. He wants to base educational teleology on ethics and educational methodology on psychology. Because of his idealism, metaphysical philosophy and psychological views, he failed to achieve the goal of establishing scientific pedagogy. He demonstrated the principle of education with psychology, but here he exaggerated the decisive role of knowledge in emotion and will. Based on his "multi-interest" theory, he stipulated a wide range of teaching contents for primary and secondary schools, but his conservatism was manifested in his giving priority to religion and classical humanities. He analyzed the teaching process and tried to establish his own teaching theory system on this basis. /kloc-After the mid-9th century, his educational theory became popular in Germany and gradually influenced European and American countries. This is mainly because his conservative political attitude catered to the appetite of the German ruling class after the 1848 revolution. Because his educational thought and his moral education system met the requirements of the ruling class at that time to strengthen ideological control over young students. The second reason is that secondary education was developing at that time; In the past, pedagogy was oriented to primary schools, and Herbart's pedagogy was applicable to both primary and secondary schools. The teachers found a ready-made prescription to deal with daily teaching work from the "five-stage teaching method" concocted by his disciples. This has caused serious formalism in teaching; But on the other hand, it also promotes the study of classroom teaching methods.
Statistical work plan for 2023 1
First, the main work:
1. Strengthen the study of theory and business. Insist on learning while working, constantly