Introduction to the work:

General Pedagogy is an educational work created by German educator johann friedrich herbart, which was first published in 1806. This book is divided into two parts, describing the general purpose of education, various interests and the cultivation of students' character. Herbart proposed that teaching can be divided into four stages: clarity, association, system, method or application.

Later generations divided clarity into preparation and prompt, which became a five-stage teaching method with great influence. Based on psychology, this book requires teachers to carry out teaching activities according to children's psychological status and its laws, which is of great significance to the development of modern western teaching theory.

Content introduction:

The book General Pedagogy is divided into three chapters except the introduction. 14. The first part, "General Purpose of Education", is divided into two chapters: children management and real education, which mainly discusses the general purpose of management and education. The second part is "multi-interest", which is divided into six chapters: the concept of multi-interest, the object of multi-interest, teaching, teaching process and teaching effect.

This paper mainly discusses various issues of interest, and based on this basic principle, explains the school's teaching plan and subject setting, and expounds a series of teaching theoretical problems such as teaching process, links and methods. The third part, "the moral power of morality", mainly discusses the formation of discipline and morality.

Creative background:

General pedagogy was published in 1806. At that time, it was the rising period of bourgeois revolution and capitalist economic development in western Europe, and Germany obviously lagged behind Britain, France and other countries economically. In order to strengthen their economic strength and political power, the landlords and nobles in Yongke, Germany are transforming into the bourgeoisie.

There is an urgent need to cultivate a group of people who can not only maintain the monarchy, but also organize social production with educational theories and teaching methods suitable for social development. This social demand urges Herbart to learn from the relevant achievements of predecessors and combine his own practical experience to create a new educational theory system.