/kloc-European and American educational thoughts and experiments from the end of 0/9 to the beginning of the 20th century

1. Formation and development of the new education movement-(1) Overview: The "new education movement", also known as the "new school movement", refers to the education reform movement that rose in Europe at the end of 19 and the beginning of the 20th century. Its main content is to establish a new school which is completely different from the old traditional school in educational purpose, content and method. The Englishman C Reddy founded the first new school in Europe-Abbotshom Country Boarding School, which marked the beginning of the new education movement. 1898, the first new school in France was opened in Demilin, France. In the same year, the first new school in Germany was also opened by Leeds, an educator of Roche School. 2 19 12, which is known as the "Home of Rural Education", was established at the initiative of Swiss educator Ferrie, and its charter was formally promulgated in 1922. Put forward seven principles of new education (respecting children's personality, freely giving children natural interest in various kinds of study and training, lifelong learning, teaching children to contribute to society through cooperation, and carrying out common education and teaching, so that children can not only become citizens who respect their neighbors, their own nation and ordinary human beings, but also realize personal dignity). Put forward an educational program focusing on "life education", "respect for individuality" and "spontaneous learning" to promote the educational goal of children's center. 1966, the new education association was renamed "World Education Association", which marked the end of the new education movement as a movement. (2) A famous experiment in the new education movement: Abbotsholm School in Reddy, England (free education, but "freedom obeys the law"), Xiashan School in Neil (freedom under self-restraint democracy and democratic system), Roche School in Moline, France, Rural Education Home in Leeds, Germany, Rousseau College in Geneva, Switzerland, "Children's Home" in Montessori, Italy, and Jasna Bolena in Leo Tolstoy, Russia.

2. Man Mei and Rye's experimental pedagogy.

3. Kerschensteiner's theory of "civic education" and "labor school"-(1) Civic education theory: the thought of state function is the political basis of Kerschensteiner's civic education theory. Useful national citizens are the purpose of national public schools and all education. The central content of civic education is to serve the country through personal perfection. In his view, the so-called "useful citizen" has three qualities: 1. They understand the task of the country; 2. They have the ability to serve the country; They have the qualities of loving the motherland and willing to serve the motherland. The object of civic education is all classes, with special emphasis on civic education for farmers and women. It is considered that ignoring the education of both is two major drawbacks of the modern education system. (2) Labor school theory: German state schools will be transformed from "book schools" to "labor schools", emphasizing that the relationship between civic education, vocational education and labor schools is the relationship between ends, means and systems, and the task of "Trinity" is "preparing for professional training". This is the basic task of labor schools. ② Professional accomplishment ethics ③ Group ethics. To accomplish the above tasks, it is necessary to cultivate people's character. Specific measures are as follows: ① Make "labor teaching" an independent subject. ② Reform the traditional subject teaching, cancel indoctrination and emphasize the training of logical thinking. ③ Based on the principle of group work, develop altruism and pay attention to social interests.

4. Montessori's educational thought on children's development-(1) holds that children's psychological development has rhythm, regularity and stages, and the driving force of children's development is the impulse of their inner vitality. According to my own observation and research, children's development can be divided into three stages (from birth to 6 years old, which can be subdivided into two stages). The first stage, from birth to 3 years old, is called embryonic stage, and the second stage, from 3 years old to 6 years old, is called personality formation stage). ② The growth stage of knowledge and artistic ability (from 6 years old to 12 years old). ③ Adolescence (1. True discipline can only be established on the basis of free activities, but not any free activities can lead to good discipline, only the activities of physical and mental coordination can lead to discipline. Montessori called this activity work. Freedom, work and discipline are organically linked through work. ① Work helps to coordinate and control muscles, thus promoting the formation of discipline. Work helps to cultivate children's independence and self-education ability. Work helps to cultivate willpower. (3) The content of preschool education: ① Sensory education (divided into training of vision, touch, hearing, smell and taste, and each feeling can be practiced separately according to its nature and form). ② Reading, writing and arithmetic exercises.

5. The beginning and end of the progressive education movement-(1) rise (from the end of 19 to 19 18): Quincy teaching method (Parker, "Father of Progressive Education") (2) Forming (19 18 to 1929): During this period, the Teachers College of Columbia University, where Dewey was located, became the sports center of Progressive Education (1929). Supervisors no longer assigned homework, but paid more attention to the scientific research of students' development and children's health. ) 1924, the turning point (1929 to 1943) when the association founded the journal of progressive education: during this period, progressive education itself became increasingly. However, due to the loss of public understanding and support for sports specialization and the internal division of the progressive education movement, Lager emphasized the "children's center". With Kanz as the representative, it emphasizes the decline of "social center" (4) (1944 to 1957): 1944 The progressive education association was renamed as "American Education Association" and became a branch of the European New Education Association (1955). It marks the end of an era in the history of American education. (5) Reasons for failure: ① inherent defects of its theory; ② The contradiction between theory and times; (3) internal division and reformist attacks; The theory can't keep up with the progress of American society.

6. Progressive Education Experiment ——( 1) Quincy Teaching Method (Parker): Its main features are ① emphasizing that school education should be child-centered; ② Pay attention to the social function of the school; ③ Connecting with school curriculum and practice; ④ Pay attention to cultivating children's spirit of self-exploration; ② School of Organic Education (Johnson, 1907): "Organic education" means that education follows the natural growth of human beings and aims at developing the whole life of human beings. Cultivate the ability of feeling, physical strength, intelligence and social life to improve life and culture. (3) Grey system (Walter, 1907): also known as "double school system", "two-part system" or group education system. On the basis of "education is life", "education is society" and "learning by doing", the school is divided into four parts (playground, classroom, factory and shop, auditorium). The most prominent example in the progressive education movement is the double-editing method (4) Dalton system (1920): it is one. Instead of "conventional" or "contractual" learning, the classroom is transformed into a studio or laboratory, and reference books and experimental instruments are displayed according to the nature of the subject. The studio is equipped with teachers who are responsible for guiding students. The principles of this system are freedom and cooperation. (5) Winnat Card Plan (Hua, 19 19): It was put forward on the basis of Dalton system. Individual study and group study are combined, and the course is divided into common sense and creative homework. The former is conducted by subjects, while the latter is conducted in groups. (6) Design teaching method (Ke Qubo, the father of design teaching method): purposeful activities are the core of teaching method, and children's spontaneous learning is the essence of design teaching method. The advantages of canceling the curriculum system, subject teaching and teaching materials and designing the learning unit with students' purposeful activities are: ① giving full play to children's enthusiasm and initiative in learning; (2) following the law of children's physical and mental development is conducive to improving teaching quality; ③ Pay attention to cultivating students' cooperative spirit; ④ Pay attention to the relationship between learning content and children's experience and real life.

For more details, please click: 20 15 PubMed: Summary of Educational History of Pedagogy Knowledge Points.

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