The main signs of the formation of pedagogy are: education has become a special research field in terms of research objects;
In terms of the concepts and categories used, it has formed an educational concept, category and concept and category system that specifically reflects the essence and laws of education;
Do you understand the research methods? Science? Research methods;
In terms of research results, some special and systematic educational works have appeared;
Organizationally, specialized educational research institutions have emerged.
It took about 200 years before and after the sign appeared. Therefore, the independence of pedagogy is a historical process, not completed in an instant.
The conditions for the independence of pedagogy mainly include: the rich accumulation of educational knowledge in the pre-pedagogy period in history;
17? /kloc-the objective needs of educational practice in the 0/9th century, especially the development of normal education;
The general trend of scientific classification development since modern times and the establishment of general scientific methods;
The unremitting efforts of some famous scholars and scientists in modern times.
The research object of the basic problems of pedagogy
There are many views on the research object of pedagogy. Some people think so? Educational phenomenon? Some people think so? Educational facts? Some people think so? Education law? Some people think it is two or three of the above three, while others generally think it is? Education? Or? People? . Most of these views are vague and specious.
The research object of pedagogy should be based on? Educational facts? Based on and guided by educational values? Education problem? Its purpose is to explore and reveal the regular relationship between educational activities and serve educational practice.
Educational problems mark the bud of pedagogy; The development of educational problems is the internal motive force to promote the development of pedagogy, and the transformation of educational problems is manifested in the change of educational research tradition and paradigm; Different answers to the same question have formed different educational thoughts and ideas and their factions. Should there be educational research? Problem consciousness? , prevention? Pseudo question? Deepening the emergence of problems.
research method
Educational activities are the most complicated social practice activities, and educational problems are also very complicated social problems, so there are very complicated methodological problems in pedagogy research, mainly involving facts and values, logic and history, monism and pluralism in pedagogy research. So far,
Rationalist pedagogy attaches importance to the logic of pedagogy research and ignores the historicity of pedagogy research;
Positivism pedagogy attaches importance to the facts of pedagogy research and excludes the value of pedagogy research;
Cultural pedagogy attaches importance to the value and historicity of pedagogy research and ignores the fact of pedagogy research;
Pragmatic pedagogy pays attention to the solution of specific problems and fundamentally avoids the methodological problems of pedagogy research;
Marxism is a scientific methodology, but there are problems of simplification and rigidity in the concrete application of pedagogy research.
Marxist pedagogy adheres to the dialectical unity of fact and value, logic and history, monism and pluralism in pedagogy research methodology.
scientificity
This is a fundamental problem that puzzles the development of pedagogy. Kant and Herbart clearly put forward the scientific problems of pedagogy for the first time, and advocated the rationalistic view of educational science. They believe that education can only become a relatively independent universal science if it becomes a knowledge system that can be expressed with clear concepts and propositions.
Experimental pedagogy criticizes the rationalist view of educational science that emphasizes conceptual thinking, and puts forward the positivist view of educational science, arguing that educational research must abandon the tradition of conceptual thinking and take the road of empirical science.
Cultural pedagogy not only criticizes the rationalist view of educational science, but also opposes the positivist view of educational science, and puts forward the spiritual view of educational science.
In the second half of the 20th century, O 'Connor, a philosopher of analytical education, and Brechinka, a critical rationalist, took natural science as an example and stood on the standpoint of logical empiricism. They believe that pedagogy must take the road of pure empirical description and logical construction to eliminate researchers' value bias.
Starting with the purpose of analyzing pedagogy research, Hurst thinks that education theory is essentially a knowledge system composed of various complex components, and pedagogy is a practical science.
Marxist educators believe that pedagogy can truly become an educational science only if it is consciously guided by Marxism and truly unifies history and logic, facts and values, monism and pluralism, and theory and practice in educational research.
localization
The human educational thought before modern times has the characteristics of multiple sources, and different nationalities have their own unique educational and cultural traditions.
Since modern times, with the increasingly frequent international political, economic and cultural exchanges, the exchange of educational knowledge has also grown from scratch, from less to more, from shallow to deep. In the process of communication, the educational knowledge of some politically, economically and culturally developed countries began to occupy the core position of the world's educational knowledge, legalizing and popularizing themselves, making the traditional educational knowledge of other countries or nations in a state of dependence or repression, and making the pedagogy of other countries or regions become the pedagogy of western developed countries? Racecourse
In order to overcome this discipline dependence and meet the needs of national education development, many underdeveloped countries or regions have put forward? Localization of pedagogy? Requirements.
In the history of pedagogy, Herbart was the first to propose the establishment of? Universal pedagogy? Ideal.
Dilthey criticized his ideal and put forward the educational purpose? Historic? question
Ushinski explained education and educational theory with a lot of factual materials? Nationality? It is proposed that all ethnic groups should establish pedagogy with national style and national spirit.
In the late 1960s, China proposed construction? Pedagogy with China characteristics? Problems, committed to the localization of pedagogy, in order to adapt to the requirements of Socialism with Chinese characteristics's political, economic and cultural development.
practice
This problem is the relationship between academic and practical pedagogy. Theoretically speaking, the two are unified. Without an academic and complete theory, pedagogy cannot play a guiding role in practice. The educational theory that is divorced from practice and can't guide practice will inevitably become empty conceptual thinking and fact analysis, and it is no longer a real academic. Judging from the actual situation, there is a phenomenon of separation that cannot be ignored in all countries in the world, and the result is that both sides lose.
The strategies to overcome this phenomenon are: fully realize that any educational practice contains educational theory, and there is no educational practice that is not restricted by educational theory; Firmly believe that any real pedagogy research should aim at the determination, analysis, explanation or solution of educational problems, rather than abstract, empty and tasteless conceptual thinking and fact analysis; Obviously, the reason why pedagogy research can play a guiding role in educational practice is because it is the knowledge base for reflecting on educational practice and providing it with new educational knowledge as the basis for changing ideas, innovating systems and standardizing behaviors.