1, cultivation
He believes that the nursing homes run by Japan in the late Qing Dynasty belong to this category. They all serve the cultivation of literati with "stale knowledge, loyal and filial attitude, strict management and hard cultivation".
In 1933, he also described this kind of Japanese-style nursing home in the article "Review of Infant Education in China for 30 Years": they put subjects such as speaking, arranging boards, singing, literacy, building blocks and so on on on the homework list at one time, which will not be chaotic or chaotic. The teacher sat high above and straight below.
Teachers teach the same, students learn the same, all activities are not divorced from the teacher's demonstration, children can not create their own, and they are not allowed to create their own. As for all kinds of tools and materials, teachers don't give them, so children naturally can't take them casually and put them in high places. Although the child wants to bring it, he can't. In this kind of education, children are passive and both sides are full of oppression.
All the knowledge and skills I have learned are fragmentary, superficial and hypocritical, and I will forget them immediately after a long time. Here, his exposure of the shortcomings of seriousness in the management of nursing homes can be said to be very specific and profound.
Step 2 cultivate
He pointed out that the kindergartens run by the church are all based on religion, and always take Christians as the standard in educational objectives, trying to poison young children through religious education and make them become devout believers and tame slaves of future imperialism.
He thinks that the babysitters in church kindergartens only do their duty for the church, not for education. They care about religion, not children. And pointedly pointed out that the church kindergarten, as a tool of imperialist cultural aggression, played the role of "passively weakening the resistance of the Chinese nation and actively creating foreign slaves in various countries".
3. Development
He pointed out that this child-oriented education, which focuses on giving children the greatest and most thinking opportunities, was introduced to China from Italy and the United States. The former carries out daily life training, sensory training and knowledge training through teaching AIDS; The latter takes what is seen and heard in the daily life environment as the teaching material, and designs and compiles the curriculum according to the children's learning motivation and needs.
Of these two educational thoughts, the American child-oriented educational thought has far greater influence on China's preschool education than the Italian child-oriented educational thought. He was originally in favor of this child-oriented educational thought, but before the outbreak of War of Resistance against Japanese Aggression, he had realized that this view was completely out of line with the national conditions and needs of the times in China at that time, and thought that education would have little effect without considering social needs.
4. Transformation
He emphasized that children are the next generation. No matter how young a child is, it is no exception, shouldering the mission that the modern Chinese nation should undertake. He believes that excellent people are based on naive education, and puts forward four specific goals of transforming national naive education:
First, eradicate the bad habits of our nation; Second, arouse the self-confidence of our nation; Third, develop a habitual attitude of labor and objectivity; Fourth, train our nation's determination and strength to resist imperialism for the sake of freedom and equality in China.
Based on this understanding, he advocates that naive education must be based on three principles: first, the traditional culture of China; Second, the needs of the nation; The third is the child's psychological development. Because only in this way can we cultivate children's ethics, democratic life and scientific mind. In a word, he believes that the goal of naive education must change with the progress of the times, meet the needs of the times and meet the requirements of bringing up an outstanding new generation of the Chinese nation.
Extended data:
The thought of Mongolian normal education is an important part of Zhang Xuemen's Mongolian education thought. In his view, if the research on childish education is limited to kindergarten education and teacher education is abandoned, it is tantamount to "for those who clean streams without cleaning trees, this is by no means a complete solution."
A distinctive feature of Zhang Xuemen's naive normal education thought and practice is that he attaches great importance to practice, and from the very beginning, starting from the basic guiding ideology of "riders should ride to school", he puts influence and practice in a prominent and important position.
Zhang Xuemen studied four books and five classics in his childhood, and then graduated from Zhejiang No.4 Middle School. 19 12 became the principal of private xingyin primary school in yin county. He was interested in early childhood education when he was young. He visited the Shanghai-Nanjing area and witnessed the adverse effects of some Japanese nurseries or church-run kindergartens on young children. Deeply saddened, he decided to devote himself to early childhood education.
19 18 years and several like-minded people founded the first local kindergarten run by China people, Xingyin Kindergarten, and served as the director. 1April, 920, co-founded a two-year naive normal school. In the same year, he was invited to Peiping as the director of the primary school of Comte School, and inspected the naive education in Peiping and Tianjin. 65438-0924, employee of Beiping University, studying in the Department of Education.
During his study, he received careful guidance from Mr. Gao Renshan, Director of Education Bureau and CPC party member. He plans to spend one year studying Froebel, one year studying Montessori, another year studying childish education in other countries, and then a lifetime studying childish education in China.
Baidu Encyclopedia-Zhang Xuemen