Comparative Education From the viewpoint and method of Marxism, comparative education is to study the education of different countries, nationalities and regions in the world by using the viewpoints and methods 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 first stage (1817 ~1917). The characteristic of this stage is "reference". 18 17 French educator m-a Julian first put forward "the research plan and preliminary opinions on comparative education". He put forward four creative suggestions for comparative education research: ① organizing an international education association,

Hire permanent civil 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 with the latest.

Methods of training teachers. (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 this book into Chinese. As a teaching material for comparative education courses in universities. Krupskaya, a Soviet educational theory and activist, also studied the educational experience of the United States, Germany, Austria, France, Belgium and Switzerland, which had a certain influence on the development of Soviet education.

The third stage (1945 till now). The main feature of this stage is based on international education experience.

Foundation, deepen and expand research results. 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 Association for Assessment of Educational Achievement.

Structure. 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.