Friedrich Wilhelm August Fr?bel (1782— 1852), a famous German educator, is known as the "father of early childhood education". Born in Germany to a Lutheran priest. He lost his mother in his early years and entered middle school with the help of his uncle. After graduating from high school, he became an apprentice in the Forestry Bureau, which made him interested in mathematics and botany. Later, with the help of the forest owner, he entered Yena University and was influenced by German classical idealism philosophy. Classical idealism became the ideological basis of his educational view. Two years later, Flobel was forced to drop out of school because of financial difficulties, and later worked as a surveyor, clerk, accountant and architect in forest farms and farms. After changing a lot of jobs, he became a model school teacher in Frankfurt at 1805 and began his education career. He visited Pestalozzi twice, and worked in the Shivot Automobile Institute in Pestalozzi, where he taught for several years. 18 1 1 entered the university of gottingen and the university of Berlin to study natural science and schelling's philosophy. 18 17 years, he opened a school in his hometown and wrote a book about children's education, human education. After being persecuted by the authorities for allegedly advocating revolution, he fled to Switzerland and served as the director of an orphanage in Burdov, Switzerland. 1836 After returning to China, he devoted himself to preschool education, opened a preschool education institution in Brandenburg, named "Kindergarten", established a kindergarten education system, and published preschool education monographs "Mother Song" and "Singing Games". In his later years, he actively participated in the meeting of progressive teachers and called on the government to allocate funds to promote the development of kindergartens. He was persecuted as an anti-government action and deprived of the right to engage in educational activities in Prussia. 185 1 year, the Prussian government ordered the closure of all kindergartens in the country. Froebel was very angry about this, and wrote many times for trial and debate, but there was no result. 1852, he died in grief and anger. His book on early childhood education, edited and published by a friend, is called Kindergarten Pedagogy.

People's Education was published in 1826. The Chinese version was translated by Luo and Zhao according to the new york 1887 version of D. appleton Company. People's Education Mountain Publishing House published the first edition in 1964, and then in 1979. The book is divided into seven chapters 105.

At the beginning of the book, the author's understanding of the significance and purpose of education is clearly expounded. Froebel believes that "education is to guide people to consciously grow up, achieve purity, consciously and freely express the inherent law of God's unity, and adopt appropriate educational methods and tools to make people become thoughtful and intelligent". He emphasized the significance of religion in education and believed that everything has eternal laws. This rule was and is manifested in the external, essential, internal and spiritual aspects, and also in the life of combining nature and spirit. This universal law is based on a "unity", which permeates everything, is full of energy and life, is conscious and therefore eternal. This unity is God, and God is the only source of all things. In everything, there exists and dominates the unity of God or God. Educational theory is a guiding system to guide thoughtful and intelligent people to know their life and work and complete their mission by knowing and studying eternal laws. Educational practice is to actively use this knowledge to guide development and cultivate rational people to realize their own destiny. The purpose of education is to realize a loyal, pure and peaceful life. Enlightening wisdom is the highest goal of mankind and the highest achievement of realizing human self-determination. Education should guide and guide people to know themselves and everything about themselves, to be in harmony with nature and to be one with God; Therefore, education should improve people's understanding of themselves and human beings, of God and nature, and of pure and sacred life. On the relationship between educators and educatees, the author points out: "Educators (teachers) should make individual generalization and general individualization, and make both clear in life. He wants to turn the outside into the inside and the inside into the outside, and points out that the two must be unified. He should also consider the finite according to the infinite, and consider the infinite according to the finite, so that the two can be harmonious in life. He also wants to see the essence of God from any aspect of human beings, from human nature back to God, and reveal both from the relevance of life.

The author of this book puts forward his own views on what schools should teach. It is believed that "school teaching should guide children to acquire these three aspects of knowledge (although comprehensive): first, knowledge about themselves and others, knowledge about all mankind; The second is the knowledge about the eternal conditions of God, human beings and all things and their origins; The third is about knowledge based on eternal spirit, as well as the natural and external world attached to it. "

The book proposes to formulate educational rules according to the inherent requirements of children's development. Education is based on deep internal considerations. "Because people can't make good use of this truth, or often violate this truth, they make direct inferences about the inner life of children and what teenagers show from an external life, which constitutes the main reason for confrontation, argument and mistakes in life and education." Therefore, the teaching and training of education must be passive in principle, not imperative, absolute and interfering. The book also proposes to pay attention to the all-round development of children. In many aspects of childhood life, there is no special fixed direction. The assignment of painting color matching is not to train a future painter; Teaching singing is not to train future musicians. The purpose of setting up these courses is only to let young people develop in an all-round way and reveal his essence. These assignments generally provide necessary food for students' spiritual growth. They are the media to make his spiritual life healthy and pleasant. In order to achieve this goal, the author lists four teaching subjects: religion, natural science, language and art.

The author emphasizes the role of school and family in children's growth and the significance of mutual cooperation. It is considered that unified school and family life is a positive educational life, which includes many aspects: (1) awakening, enhancing and cultivating children's religious sense; (2) Take good care of the body, impart physical knowledge and develop physical fitness; (3) Observe and learn from nature and the outside world, from the nearest surroundings to distant places; (4) Memorizing short poems about nature and life; (5) Language practice; (6) Systematic manual exercises; (7) Line practice; (8) Learn different and similar colors; (9) games; (10) Tell stories, biographies, fables and fairy tales. His tasks for kindergartens are: training preschool children to do all kinds of necessary activities; Develop their physique, exercise their external senses, and let children know about man and nature; Let children prepare for further studies in fun, frolicking and innocent and lively activities.

Froebel regards games as the foundation of preschool education, and is the earliest educator who systematically discusses the significance of games to children's development and education in the history of education. He believes that games are the happiest activity in childhood and the best form of activities to show and develop children's automaticity and creativity. Adults should not only let children play freely and heartily, but also pay attention to observing and guiding children's games, enhance children's physical strength and intelligence through games, and use children's common games with their peers to cultivate civic awareness and will quality and carry out moral education. "Game is the expression of internal self-activity, which comes from inner needs and impulses." "It is unique in the whole life of human beings and in the natural life hidden in human beings and everything. So games give people happiness, freedom, satisfaction, internal and external peace, and the peace of the whole world. It has all the wonderful sources. A child who can play happily, with automatic determination and persistence, will inevitably become a complete and determined person until his body is exhausted. In order to improve the happiness of himself and others, he can make self-sacrifice. "

Froebel founded the theoretical system of preschool education, which had a great influence on the later bourgeois preschool education. However, there are many mysticism, symbolism and formalism in his preschool education system. His influence is not limited to preschool education: he emphasizes children's initiative and creativity, advocates children's social life training, suggests the position of games in children's education, and advocates physical labor in schools. These had a certain influence on the primary education of bourgeois countries in the late19th century. However, his mysticism, one-sided thought of children's active activities and all-round development view of children's endogenous theory have contributed to the wrong tendency of child-centered education. /kloc-at the end of 0/9th century, Froeberlism was formed in America and spread all over the world. His theory also spread to China, which had a great influence on the theory and practice of preschool education in old China. Since the founding of New China, many scholars have also conducted in-depth research on Froebel's thoughts and obtained many beneficial results. (Song Demin)

Source: Introduction of famous educators at home and abroad.