Experimental pedagogy

Experimental pedagogy is a theory that rose in some European and American countries at the end of 19 and the beginning of the 20th century. Its representative figures are German educators Man Mei and Rai. Representative works mainly include Man Mei's Outline of Experimental Pedagogy and Rai's Experimental Pedagogy. 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; Secondly, it advocates applying the research results and methods of experimental psychology to educational research to make educational research truly "scientific"; Thirdly, the difference between educational experiment and psychological experiment is that psychological experiment is carried out in the laboratory, while educational experiment is carried out in the real school environment and teaching practice; Fourthly, it advocates exploring the characteristics of children's psychological development process and their intellectual development level through experiments, statistics and comparison, and taking the experimental data as the basis for reforming the education system, curriculum and teaching methods. It should be noted that the quantitative research emphasized by experimental pedagogy has become a basic paradigm of pedagogy research in the 20th century, and it has been widely applied and developed in the last hundred years. However, this method also has limitations. When experimental pedagogy and its successors exaggerate the scientific quantification method as the only effective method for educational scientific research, they are criticized by cultural pedagogy.

(2) Cultural pedagogy

Cultural pedagogy, also known as psychological science pedagogy, is an educational theory that appeared in Germany at the end of 19. His representative figures are mainly Dilthey, Sprenger, Park Yungsu and others, and his representative works are mainly Sprenger's education and culture. The basic viewpoints of cultural pedagogy are as follows: first, man is a cultural existence, so human history is a cultural history; Second, the object of education is people, and education is carried out under a certain social and historical background, so the process of education is a historical and cultural process; Thirdly, because the process of education is a historical and cultural process, the study of education can neither be carried out by Herbart's pure conceptual speculation nor by the quantitative statistics of experimental pedagogy, but must be carried out by the methods of spiritual science or cultural science, that is, understanding and explanation. Cultural pedagogy exists and develops as the opposite of scientism experimental pedagogy and rationalism Herbart pedagogy, which has a far-reaching influence on the development of pedagogy in Germany and even the world in the 20th century. The deficiency of cultural pedagogy is that it has a strong speculative atmosphere and a strong philosophical color in the discussion of many issues, which determines that it is difficult to put forward targeted and operable suggestions when solving practical educational problems, thus limiting its application in practice. In addition, it blindly exaggerates the value relativity of social and cultural phenomena and ignores the existence of its objective laws, which also makes many of its theories lack thoroughness.

(C) Pragmatism pedagogy

Pragmatic pedagogy is an educational trend of thought that rose in the United States at the end of 19 and the beginning of the 20th century. Its representative figures are Dewey, Ke Qubo and others in America. Representative works include Dewey's Democracy and Education, Experience and Education, and Ke Qubo's Design Teaching Method. Pragmatic pedagogy is also put forward on the basis of criticizing the traditional pedagogy represented by Herbart. Its basic viewpoints are: first, education is life, and the process of education is integrated with the process of life, rather than preparing for a certain life in the future; Second, education is the continuous growth of students' individual experience, and education should not have other purposes; Thirdly, the school is an embryonic society, in which students should learn the basic attitudes, skills and knowledge needed by the real society; Fourth, the curriculum organization is centered on students' experience, not on the subject knowledge system; Fifth, the relationship between teachers and students is child-centered, not teacher-centered. In the growth of students, teachers are only helpers, not leaders.

Pragmatic pedagogy, based on American pragmatic culture, is the pedagogical expression of the development of American capitalism. It profoundly criticized the rationalist education view represented by Herbart and promoted the development of pedagogy. Its deficiency lies in that it ignores the academic nature of systematic knowledge, the leading role of teachers in the process of education and teaching, and the characteristics of schools to a certain extent, so it is constantly criticized by people in American society and other societies at the turn of the century.

(D) Marxist pedagogy

Marxist pedagogy consists of two parts: one part is the exposition of education by Marxist classical writers such as Marx and Engels, that is, their educational thoughts; The other part is the research results of educators on a series of problems in modern education according to the basic principles of Marxism (including educational principles).

The basic viewpoints of Marxist pedagogy are: first, education is a social and historical phenomenon, which has a distinct class nature in class society, and there is no education divorced from social influence; Second, education originated from social productive labor, and changes in the mode and nature of labor will inevitably lead to changes in the form and content of education; Third, the fundamental purpose of modern education is to promote the all-round development of students; Fourthly, the combination of modern education and modern large-scale productive labor is not only an important method to develop social productive forces, but also the only way to cultivate people with all-round development; Fifth, in the relationship between education and social politics, economy and culture, education is restricted by them on the one hand and relatively independent on the other, which plays a great role in promoting the political, economic and cultural development of industrial society.

The emergence of Marxism has laid a scientific methodological foundation for the development of pedagogy. However, due to various reasons, people fail to understand and apply Marxist theory well in the actual pedagogy research process, and often make some mistakes of simplification and mechanization, which should be paid special attention to when developing Marxist educational theory.

critical pedagogy

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Critical pedagogy is an educational trend of thought that emerged after the 1970s, and it is also the dominant educational trend in the western educational theory circle at present, which has exerted a wide and profound influence on the study of many educational issues. The representative figures of critical pedagogy are Bowles, Quentin and april in the United States, and their representative works are School Education in Capitalist America by Bowles and Quentin. Because of the different theoretical basis, scholars of critical pedagogy have different concerns and viewpoints. However, they also have something in common, which constitutes the basic theoretical landscape of critical pedagogy. First, contemporary capitalist school education is not a democratic organization and liberation force claimed by pragmatic pedagogy, but a powerful means and way to promote social equity and realize social justice. On the contrary, it is to safeguard the unfairness and injustice of the real society and cause social injustice. Second, this phenomenon occurs because education corresponds to society. What kind of social politics, economy, culture, there is what kind of school education institutions. Social and political ideology, cultural pattern and economic structure strongly restrict the school's purpose, curriculum, teacher-student relationship and evaluation methods. The function of school education is to reproduce the children of the lower classes and vulnerable groups in social and political ideology, cultural relations and economic structure.