Pragmatic pedagogy is an educational trend of thought that rose in the United States at the beginning of the 20th century. Its representative figures are American philosophers and educators Dewey and Ke Boqu. Dewey's educational thought summarizes the essence of education as "education is life, education is growth, and education is the transformation and reorganization of experience". In terms of educational purpose, he believes that education "does not exceed its purpose", and the purpose of school education is to ensure the growth of children by the power of organization. In the relationship between teachers and students, he advocates taking children as the center. In teaching, he advocated "learning by doing", advocated activity courses, and emphasized the unity of teaching methods and teaching materials, the unity of purpose and activity, and the unity of wisdom and inquiry, forming a teaching thought featuring children-centered, activity courses and learning by doing. Pragmatic philosophers believe that excellent teachers must have profound knowledge, understand the problems that affect students' lives, know how to organize and guide students to conduct investigations, understand the development of psychology and learning theory, provide a supportive environment for students' learning, and accurately understand the resources that can be used for teaching and learning in schools and communities.

Starting from Dewey's educational thought of "learning by doing" and based on his "problem teaching method", we can adopt this teaching method and implement the following teaching process:

(1) Students put forward the purpose of learning (problems to be solved) from the real life environment according to their own interests and needs;

(2) Make a teaching plan to achieve the goal;

(3) Adopting appropriate teaching aids and teaching methods;

(4) Detection of learning results.

Through reading, I will summarize the basic viewpoints of pragmatic pedagogy as follows:

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;

Third, 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, and teachers are only helpers of students' growth, not leaders;

Sixth, in the teaching process, students' independent discovery, performance and experience are emphasized, and the differences of students' development are respected.

In my usual work and study, I repeatedly read Rousseau's Emile. This book has benefited me a lot. The first sentence at the beginning made me feel that this is a cultural crystallization with profound philosophy and boiling feelings. The book says: "Everything that comes from the creator's hand is good, but when it comes to people's hands, it goes bad." This fully expresses the proposition that human nature is good, the purpose of education is to cultivate natural people, the content and methods of education should be reformed, it should conform to children's nature and let students develop freely physically and mentally.

Engineers as human souls, especially principals, should set up rich school-based courses to expand students' innovative thinking and practical ability according to local conditions and from the perspective of fully tapping and exerting students' potential.