1. The Book of Learning China's Book of Learning in the pre-Qin period is a summary of the educational experience and theory summarized by the China Confucian school according to its own world outlook and methodology. This paper expounds the relationship between education and politics, the purpose, task, system, content, principles and methods of education, and the relationship between teachers and students in the teaching process. And its system is relatively strict, which can be said to be the earliest educational monograph in the world.

2. Great teaching theory-Great teaching theory is the earliest educational masterpiece in modern times, which has a far-reaching impact on later generations. In this book, Comenius proposed to popularize primary education, establish a school education system suitable for students' age characteristics, demonstrate the class teaching system, stipulate a wide range of teaching contents, put forward the principles of convenience, thoroughness, conciseness and quickness in teaching, highly evaluate teachers' profession and emphasize teachers' role. Comenius runs through his idea of "universal education" in On Great Teaching, and discusses "teaching all arts to all mankind".

3. Pedagogical research paradigm-the concept of paradigm represents the common beliefs, traditions, theories and methods held by scholars engaged in research in a specific field. The research paradigm of pedagogy is a comprehensive concept, which includes the value orientation, basic ideas and main methods of pedagogy research. The research paradigm of pedagogy is not the theoretical system of pedagogy, nor the research method of pedagogy, nor does it only include the research orientation of pedagogy.

Second, a short answer to the question.

1. What are the basic characteristics of pre-pedagogy?

Reference answer: Since there were educational activities, people have known about educational activities, but before modern times, people's understanding of education mainly stayed at the level of experience and customs, and there was no systematic rational understanding, which did not become the "learning" of education. Therefore, this stage of educational awareness activities can be called "pre-pedagogy period". At this stage, people's understanding of education presents the following basic characteristics. First, there is a certain generalization and summary of education, but this generalization and summary has not yet formed a systematic theoretical system. Second, there have been many discourses on education, but these discourses are still scattered in philosophy, ethics and other works, and the discourse system of pedagogy has not yet formed.

2. What is the sign that pedagogy forms a discipline? Why do you say that?

Reference answer: Pedagogy has really become a discipline, and the landmark event is the publication of Herbart's General Pedagogy in 1806. Herbart's "general pedagogy" is regarded as the symbol of the formation of pedagogy, which can be understood from the following aspects. First of all, the representative work of pedagogy, General Pedagogy, has completely divorced from the philosophical system and formed its own discourse system. Secondly, Herbart also pointed out: "If pedagogy wants to strictly safeguard its own concepts as soon as possible, and then cultivate independent thoughts, it may become the center of the research scope, and there is no longer such danger-being ruled by outsiders like remote and occupied areas, then the situation will be much better." In a word, Herbart used a series of basic concepts of education on a certain theoretical basis in his book General Pedagogy, and constructed a complete and independent educational theoretical system, forming Herbart's unique educational discourse system and research model.

3. What are the main viewpoints of experimental pedagogy?

Reference answer: The representatives of experimental pedagogy are German educators Man Mei and Rai. The main viewpoints of experimental pedagogy are as follows: first, it opposes the pedagogy represented by Herbart, which emphasizes conceptual speculation, and thinks that this pedagogy is useless for testing the advantages and disadvantages of educational methods. Second, we advocate applying the research methods and achievements of experimental psychology to educational research, so as to make educational research truly "scientific". Thirdly, the educational experiment is divided into three stages: first, a hypothesis is formed for a certain problem, then an experimental scheme is made according to the hypothesis, and finally, the experimental results are applied to practice to prove its correctness. Fourthly, the difference between educational experiment and psychological experiment is that psychological experiment is carried out in psychological laboratory, while educational experiment is carried out in real school environment and teaching practice. Fifthly, it is advocated to explore the characteristics of children's psychological development process and their intellectual development level through experiments, statistics and comparison, and take the experimental data as the basis for reforming the education system, curriculum and teaching methods. Quantitative research emphasized by experimental pedagogy has become a basic paradigm of pedagogy research in the 20th century.

4. What are the main points of pragmatic pedagogy?

Reference answer: The representatives of pragmatic pedagogy are American philosophers and educators Dewey and Ke Qubo. The basic viewpoints of pragmatic pedagogy: first, education is life, and the process of education and the process of life are integrated, rather than preparing for a certain life in the future. Second, education is the growth of personal experience. Education is to let students grow their own experience in real situations, which is the ultimate goal of education. Third, education is a kind of life and a growing process of personal experience. The reason is that school is a primary society, and students' learning in school is actually a process of growing up in society. Fourthly, the school curriculum centers on students' experience, breaking the original subject-centered curriculum system. Fifth, teachers are no longer the center of education and teaching. Teachers are only the helpers of students' growth, and students are the center of education and teaching. Sixth, in the process of education and teaching, we should attach importance to children's creativity and advocate children's independent exploration and discovery in the process of learning.

5. What is the research object of pedagogy?

Reference answer: Pedagogy pays more attention to the practical problems in education. The research object of pedagogy is not education but education, and it is also a realized modern education problem. Because whether it is educational phenomenon, educational fact or educational law, it is possible to become its research object only if it becomes an educational problem to be solved.

Third, viewpoint discrimination.

1. The ancients said that "half of the Analects of Confucius ruled the world", and The Analects of Confucius put forward educational ideas such as "learning from each other's strengths" and "teaching students in accordance with their aptitude", which had a great influence on China's education. We can regard it as a relatively perfect pedagogic monograph.

Reference answer: This statement is not completely correct. Although there are many expositions about education in The Analects of Confucius, there is a certain generalization and summary of education, but this generalization and summary has not yet formed a systematic theoretical system. In the pre-pedagogy stage, although there have been many discussions about educational activities, when discussing educational issues, they often stay on the description of phenomena, metaphor and simple formal logical reasoning. Even if some expositions are profound, they are scattered, and there is no systematic theoretical exposition, which is not a real pedagogy work.

2. Educational phenomena can also be the research object of pedagogy.

Reference answer: The so-called educational phenomenon refers to an objective reality of educational activities existing in society. Educational phenomenon exists objectively and is integrated into the whole social phenomenon. Whether you realize it or not, educational phenomena are objective. The reason why educational phenomena are not the research object of modern pedagogy is that not all educational phenomena can be recognized, because educational phenomena exist in the objective reality of society, but sometimes these educational phenomena are not obviously different from other social phenomena, and people do not regard them as educational phenomena. Since it is not regarded as an educational phenomenon, it is impossible to take it as the research object of pedagogy. Second, even if educational phenomena are realized, not all educational phenomena are the research objects of modern pedagogy, because modern pedagogy pays more attention to the education of modern society and the modern characteristics of education.

3. The American educational theory has the greatest influence on the new China educational theory model.

Reference answer: This statement is wrong. The educational theory of the former Soviet Union has the greatest influence on the theoretical model of pedagogy in New China. Almost all primary and secondary school teachers had Pedagogy edited by Kailov, a Soviet educator, while Pedagogy edited by Kailov was synonymous with China's pedagogy at that time. The theoretical system of pedagogy in this period still left a deep trace.

Fourth, theoretical elaboration.

1. On the development of pedagogy.

Emphasis: Pre-pedagogy stage-pedagogy formation stage-pedagogy diversification stage.

2. Briefly describe the development trend of pedagogy research paradigm.

Reference answer: As a discipline, the development history of pedagogy is not long, but in the process of its development, the research paradigm of pedagogy is constantly developing. Generally speaking, its development is mainly manifested in the following aspects.

First, the research paradigm of pedagogy is gradually diversified. On the one hand, it refers to the growing paradigm of educational research. With the development of philosophy, sociology, psychology and other disciplines, the theoretical basis of pedagogy research has been continuously broadened. Some emerging theories and schools have brought new development impetus to pedagogy research, and more importantly, new ideas and methods to pedagogy research. The new ideas and practices of pedagogy research are constantly emerging, and the research paradigm of pedagogy is gradually increasing, which is the inevitable product of the development of the times. Another implication of the diversification of pedagogy research paradigms is that the situation that a certain paradigm "dominates the world" in pedagogy research has been broken and various research paradigms coexist. Traditional, modern and post-modern research paradigms, because of their different emphases and research characteristics, complement each other and support each other, forming a new situation of personalization and diversification.

Second, the research paradigm of pedagogy is constantly innovating. In the research process of pedagogy, due to the continuous development of educational practice, it is difficult for the existing pedagogy theories to guide new practices or even explain new phenomena in these educational practices, so it is necessary to constantly innovate the research paradigm of pedagogy.

Third, China's pedagogy research paradigm is still in the initial stage of introduction and reference, and has not yet formed an influential research school. As mentioned above, although China has rich practical experience in education and teaching and a long history of education, the real subject pedagogy developed late in China, beginning in the early 20th century. Moreover, before the 1980s, the research of pedagogy was basically in the stage of introducing foreign research results and learning from other people's research methods, and there was still a lack of independent scientific research of pedagogy. After 1980s, with the gradual deepening of reform and opening-up, various educational thoughts flooded into China, and some researchers actively absorbed some foreign theoretical achievements, and at the same time began to build a local theoretical system of pedagogy.

The first chapter is the essence of modern education.

I. Concept explanation

1. Four Books and Five Classics-Four Books and Five Classics are classic collections of Confucian education in China. Four books are the general names of four works: Daxue, The Doctrine of the Mean, The Analects of Confucius and Mencius. The Five Classics are Yi, Shi, Shu, Li and Chun Qiu.

2. Lifelong education-French adult education expert Paul? Lengrand first put forward the theory of lifelong education, pointing out that receiving education should be a continuous and repeated process throughout one's life; It is put forward that work-study alternation, school is linked with society and family, and all kinds of formal education are linked with informal education. When people need education, they can provide the best education in the best form, so that education can run through life, from birth (even when life is formed) to the grave.

3. "Midwifery"-"Midwifery" is an educational method put forward by Socrates, a great philosopher and educator in ancient Greece. He believes that education is the teacher's guidance to the educated, and the teacher is only the "midwife" of students' new ideas. Teachers are "midwives", and their task is to help students "produce"-the generation of new ideas and concepts.

4. Educational function-Educational function has different names, such as educational function and educational function. It refers to the responsibility and function of education as a subsystem of society.

Second, a short answer to the question.

1. On several origins of education.

Reference answer: (1) The myth origin theory of education. This view holds that education, like everything else, is created by a personified God, and the purpose of education is to embody the will of God or heaven and make people convert to God or obey heaven. (2) The biological origin theory of education. This view attributes the origin of human education to the instinctive behavior and innate biological behavior of animals, and holds that education is a universal biological phenomenon rather than a special social phenomenon, and the educational process is an instinctive teaching activity according to biological laws. (3) The psychological origin theory of education. This view holds that education originated from children's unconscious imitation of adults. (4) The labor origin theory of education. This view holds that labor is the first basic condition of the whole human life, and labor creates people themselves; Labor is the foundation of education. (5) About the origin of educational life. This view holds that life and labor are in a parallel relationship, and education should not only transmit labor experience, but also life experience. It is on the basis of adapting to and meeting the needs of human life that the theory of the origin of life in education came into being. Seeing the connection between education and life, realizing that education originates from life requires the integration of education and life, which enhances the situational, empirical and practical nature of education, enriches the rationality of educational practice and endows it with vitality.

2. What are the basic characteristics of primitive social education?

Reference answer: Education in primitive society has the following characteristics: First, education is primitive based on low productivity. Second, education is closely related to religious activities, and education is religious. Third, there is no hierarchy for the object of education, and education has no class nature.

3. What are the basic characteristics of ancient social education?

Reference answer: The basic characteristics of ancient social education are as follows: First, school education appeared, and the educational goal was narrow. Second, education serves the ruling class, and its nature is class. Third, ethics/religious classics are the main ones, and the educational content is closed. Fourth, boring knowledge transfer, forced moral indoctrination and mechanical education methods. Fifthly, I have accumulated rich educational experience and gained a gradual understanding of science education.

4. What are the characteristics of eastern and western education?

Reference answer: the characteristics of oriental education: First, oriental education attaches importance to the leading or even leading role in teacher education. Of course, in the traditional education of other nationalities, it is also a mainstream thought and action to attach importance to and emphasize the leading role of teachers in education. Second, oriental education attaches importance to systematic book knowledge learning, and even tends to master book theory. This phenomenon still exists in oriental education until now, which makes students in oriental education, especially in China, have a solid foundation in basic knowledge and skills. Third, oriental education is compulsory. Of course, western education also has some compulsory problems, but in terms of its strictness, it is far less than eastern education.

The characteristics of western education are as follows: First, in western education, love for children and respect for students are emphasized, and teachers pay attention to students' subjectivity, with less leading role, which reflects the characteristics of teachers' leading role in western education. Second, students are the real subject of education. In western education, this is the reason why naturalism and student-centered theory prevail, which embodies the characteristics of students' main role in western education. Thirdly, students' automatic participation is indispensable in the whole teaching process, including determining learning objectives and choosing learning contents and methods. Teachers are only the makers of learning environment, while students are the automators of learning activities. There are few phenomena such as teachers' compulsion and strict discipline in education, which embodies the automatic characteristics of western education.

5. What is the basic attribute of education?

Reference answer: According to the summary of the existing research materials, people abstract many educational attributes from the historical facts and realistic existence of education. Education is eternal, productive, historic, inherited, relatively independent, long-term and national. In addition, in a class society, education has a class nature.

6. What are the characteristics of socialist education and capitalist education?

Reference answer: Capitalist education is restricted by the social foundation on which its education depends, so its education shows its own particularity: First, it takes into account the needs of all classes in educational purposes. Second, a relatively complete modern school system has been established. Third, we will continue to promote the democratization of the relationship between teachers and students.

Socialist education is also restricted by its social foundation, so it shows its own particularity: First, it requires education to train socialist talents. The second is to advocate the combination of education and productive labor. Third, adhere to the Marxist view of educational methods.

Third, viewpoint discrimination.

1. Education is not a unique phenomenon in human society. Long before human beings appeared, there was conscious education, guidance and learning in the animal kingdom. After human beings left the animal kingdom, they only inherited and improved the existing educational forms in the animal kingdom and gained some new properties.

Reference answer: This statement is not completely correct. Although we can see the similarity between human education and similar educational behaviors in the animal kingdom, it fails to grasp the purpose and sociality of human education and distinguish the difference between human education and animal education. It regards the instinctive activities of animals to adapt to the environment and survive as the basis of human education, simply and mechanically simplifies complex social phenomena into biological phenomena, ignores the objective and essential differences between human education and animal instinctive biological behavior, denies the differences between people and animals, and denies education.

2.a said: "Education is to train talents for the country!" B said: "Education is for the individual development of students!" what do you reckon ?

Reference answer: Neither of these statements is completely correct. I think when talking about the function of education, we should first give full play to the basic function of education. That is, give full play to the influence of education on people, choose the positive influence of education on people-promote the development function, that is, cultivate people with all-round development in the goal, implement all-round educational content in the content, complete the process of individual socialization and social individualization in the process, and make people tend to be true, good and beautiful. Secondly, we should attach importance to the expanding function of education. That is to give full play to the role of education in cultivating social talents, and promote the all-round progress of society in politics, economy, culture, science and technology, morality and population through the social activities of trained talents; Give full play to the function of education in supporting science and technology and providing cultural services to the society, so that the society can develop in a civilized, prosperous and harmonious direction.

Fourth, theoretical elaboration.

1. On the common characteristics of modern education.

Reference answer: When large-scale machine production replaces manual production, industrial economy replaces agricultural economy, democratic politics replaces patriarchal autocracy, and the overall change of social system caused by it, world education also presents many commonalities.

First, we will continue to improve universal education for a wide range of students. Modern education is geared to all citizens, and modern society needs to cultivate workers with corresponding intelligence and personality. At the same time, modern social education also attaches importance to the fairness of education, providing equal opportunities and services for every educated person, striving to achieve equal educational opportunities, changing the traditional view of educational purpose, and shifting from elite education to equal emphasis on elite education and the public.

Second, education is closely related to society, and its essence is productive. The ever-changing educational challenges in modern society, as well as the social talent training and social service functions of modern education, make education and society closely linked. The function of education is reflected in the high connection with society, and the productivity of modern education is getting stronger and stronger.

Third, the learning content is extremely rich and the educational content is open. The educational content of modern society is very extensive, which is unmatched by ancient social education, whether it is classified from the era of educational content or the type of educational content. The content of modern education is revolutionary, constantly adjusting the curriculum, compiling new teaching materials, deleting or compressing the old parts of the original curriculum and teaching materials, and supplementing the new achievements of contemporary science and technology into the teaching content.

Fourth, attach importance to education legislation, which is the law. Democratic politics, governing the country according to law, the productivity of education and the popularization of education have promoted the development of educational legislation and the implementation of governing education according to law. Paying attention to educational legislation is a major feature of modern education.

Fifth, education runs through a person's life, and education is lifelong. Due to the accelerated pace of scientific and technological innovation and the rapid changes in society, people need to receive continuous education and training, so lifelong education has become a universal concept. French adult education expert Paul? Lang first put forward the theory of lifelong education. Of course, lifelong learning is a matter of personal understanding and attitude towards the educated; Lifelong education is the educational guarantee to realize individual lifelong learning, and learning society is the social guarantee to realize lifelong education.

Sixth, attach importance to educational exchanges and cooperation, which is international. The internationality of modern education means that modern education should cultivate learners from attitude, knowledge, emotion and skills, so that they can prepare for an international era from an early age, that is, face the world. Modern education not only cultivates students' national cultural identity and patriotism, but also enables them to have the consciousness, knowledge, emotion and skills to engage in international business.

Seventh, attach importance to education and scientific research. Education is scientific. Compared with education under the guidance of history and experience, modern education pays attention to scientific guidance, which makes educational research be valued.

In a word, in general, modern education is more revolutionary than ancient education.

2. Give the concept of education and explain it.

Reference answer: Education is a social activity to cultivate talents and to promote individual socialization and social individualization under certain social conditions. The concept of "education" is defined as follows:

First, this concept pays attention to grasping the basic contradiction of education-the contradiction between people's immaturity and social demand for maturity. The socialization of individuals and the individualization of society in education are aimed at solving the problems of natural persons (the incompleteness that human beings can never complete and must constantly tend to complete, which is manifested by the immaturity of physical and mental development) and social persons (the expected social members of a society, which are characterized by relatively developed physical and mental, natural and social); The definition of this concept is consistent with grasping the basic contradiction of this education and understanding the essence of education.

Secondly, this concept highlights the purpose of education-socialization of individuals and individualization of society. Through the socialization of individuals, the formation of commonness is completed; Through the individualization of society, the formation of personality is completed, and the specific socialization and individualization are discarded, making the concept more abstract and general. In the definition of this concept, both social and personal needs are taken into account.

Thirdly, this concept shows the process of education-completing the socialization of individuals and the individualization of society. As two aspects of the same problem, the socialization of educational individual object and the individualization of social knowledge and skills and legal morality reveal the process of education; This concept definition can also include the past experience-operation definition, revealing the abstraction of the concept of "education" and the practicality of educational activities.

Fourthly, this concept reveals many attributes of educational activities-communication, motivation and sociality. As the coupling of individual socialization and social individualization, education is regarded as "individual? The process of social communication is a process of social activities; In this process, the interaction between individual students and social influence highlights the dynamic characteristics of education-the guidance of teachers and the initiative of students. In this process, the development of educational objects can be achieved through social/active communication.

Fifth, the definition of this concept also includes the hierarchy of broad and narrow education: broad education refers to all activities that purposefully affect people's physical and mental development, including all levels and types of education; Education in a narrow sense refers to school education, which is an activity that exerts systematic influence on the educated purposefully, planned and organized, and promotes the lively development of the educated.