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.

(1) international. 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 benefits that comparative education research can provide for purely rigorous pedagogy research mainly include the following points:

(1) Point out the popularity of this or that kind of educational practice in the world;

(2) Reveal the profound or subtle differences when adopting the same educational practice in different educational systems;

(3) explain in detail what causes some countries to adopt certain practices or measures to win, while others fail;

(4) Comparing and testing the same educational practice or activity in different ideological or political environments;

(5) To investigate the extent to which a specific measure or method is recognized in international scope or international organizations;

(6) Prove to what extent a predetermined educational innovation is a real innovation and a real new thing.