1. Discipline analysis The history of Chinese and foreign education is one of the most important subjects in the comprehensive examination of pedagogy. The goal of the examination of Chinese and foreign educational history proposed in the syllabus is to systematically grasp the basic knowledge of Chinese and foreign educational history and understand the basic clues of the evolution of educational ideas, the development of educational systems and the process of education implementation, especially the educational ideas of major educators, important educational systems and major educational events. Carefully read the basic documents about Chinese and foreign educational thoughts, educational systems and educational implementation, especially the representative materials, and cultivate a rigorous and pragmatic style of study. We can analyze and evaluate the historical facts of Chinese and foreign education, reveal the characteristics and laws, sum up the experience and lessons, and provide theoretical enlightenment for the realistic educational reform and development. In view of the above objectives, please pay attention to: grasp the clues-candidates should pay special attention to the horizontal and vertical connection of knowledge. We should sort out the ins and outs of things in chronological order vertically, and compare the educational history of China with that of foreign countries horizontally to help us understand. Re-analysis-the role of learning history is often to better guide the present, so in the review process, we must not learn history in isolation, but pay attention to analysis and evaluation, and at the same time pay attention to accumulating ideas and opinions of analysis and evaluation. The content of Chinese and foreign education history is very clear, including six parts: first, ancient education in China; Second, modern education in China; Fourthly, modern education in China; Fifth, modern education abroad; Sixth, modern education abroad. For example, it can be divided into China Education History (the first three chapters) and Foreign Education History (the last three chapters) by region. It can also be divided into ancient education (the first and fourth chapters), modern education (the second and fifth chapters) and modern education (the third and sixth chapters). From the content, it can also be divided into the history of educational thought and the history of educational system, which can be used to lead the review of Chinese and foreign educational history. Method instruction 1. From macro to micro, because this part of the content belongs to historical content, candidates must sort out the order of time development and establish the overall consciousness of tracing history. Candidates are advised to explain or dictate when reviewing. Review ideas: whole article-chapter-knowledge points. For your convenience, let's take a chapter in the history of foreign education as an example. The first step is to understand the overall situation of foreign education history. The development of foreign educational history has experienced three main historical periods: ancient, modern and modern. Foreign ancient education includes the education of ancient primitive society, medieval slave society and modern feudal society (that is, medieval and Renaissance). Modern education in foreign countries began with the British bourgeois revolution, including education in the bourgeois revolution period, capitalist development period and imperialist period. Modern education abroad began at the end of 19 and the beginning of the 20th century, including two stages: before World War II and after World War II to 1980s. The second step: chapter learning, taking the first chapter as an example. Firstly, the purpose and requirements of this chapter are clarified: through the study of this chapter, the origin of foreign education is mainly understood; The development and characteristics of primitive social education; The emergence and conditions of school education; School education practice in ancient oriental civilization and its significance. Focus on the development characteristics of ancient education and the value of foreign education development. Then understand the basic framework of this chapter. This chapter includes the first section, the situation and education of primitive society: (1) the origin of education, (2) the evolution of primitive social education, (3) the educational activities and contents during the clan commune period, and (4) the ways and methods of primitive social education. On the basis of the framework, I try to explain: According to the description in this section, I know the characteristics of primitive education are as follows: 1. Education comes from the process of labor. In primitive society, education was directly related to productive labor (only separated in class society) to serve the production at that time; 2. Education is a social phenomenon. In primitive communes, the elderly consciously and purposefully educate the new generation, which is by no means blind and unconscious. It can be seen that the theory of "unconscious imitation" is groundless. Because there was no exploitation and oppression and no class in primitive society, there was no class in education. That kind of education belongs to the public nature and is completely equal. In the clan society, the education between men and women is gradually different, which is caused by the social division of labor. 4. Education in primitive society is combined with life and is multifaceted. Because of the low productivity, simple social life and poor educational content, the organization and methods of education were still in the primary stage (later became more complicated and rich); Therefore, after understanding the essence of primitive social education, we should not over-idealize it. 5. The education in primitive society was restricted by the development of primitive society, which met the economic and cultural requirements of the society at that time. It was completely different from the class society that regarded education as the exclusive product of the privileged class and separated education from productive labor. Therefore, it made a contribution to the social progress at that time, which was completely in line with the objective law of educational development. According to this idea, I will continue to study the second and third sections ... After reviewing the first chapter, I will try to sum it up: through reviewing the first chapter, I understand that education in ancient eastern countries is the crystallization of the hard work of the broad masses of working people. It has an early origin, rich content, extensive institutions, and respects teachers, accumulates rich experience, radiates the dawn of human education, and is the glory and pride of the oriental nation, which deserves attention and research. Candidates can carefully study this review case, try to review ideas from macro to micro, and experience the convenience of this review method. 2. Clarifying the level of knowledge not only reflects the position of knowledge in the whole educational history system, but also shows the degree that candidates should pay attention to when reviewing. So it's important to know the level of knowledge. Or take the first chapter as an example. According to the requirements of learning level, we divide it into two categories: reciting and understanding. What level should each knowledge point master when reviewing, so as to know fairly well. (1) Remember 1. Why is education derived from productive labor? 2. What are the basic characteristics of primitive social education? 3. What are the reasons for the education of ancient oriental civilization schools? 4. What are the types of school education in ancient oriental civilization? 5. What are the basic characteristics of school education in ancient oriental civilization? (2) Understand 1. Briefly describe the historical stages and development lines of foreign educational history. 2. How to correctly understand the question of "the origin of education"? 3. Briefly describe the form, content and basic characteristics of primitive social education. 4. Briefly describe the types and educational characteristics of schools in ancient oriental countries. 5. Discuss the necessary conditions of school education. 3. Pay attention to comparison and connection Because it is the history of education, the master's education here needs to remind candidates to pay special attention to the horizontal and vertical connection of knowledge. We should sort out the ins and outs of things in chronological order vertically, and compare the educational history of China with that of foreign countries horizontally to help us understand. It is also necessary for candidates to constantly sum up and find more comparable "points" in the process of problem-solving exercises. Title 1: Basic characteristics of official studies in Xia, Shang and Zhou Dynasties. Revelation: This topic takes "official learning" as the main test point and runs through Xia, Shang and Zhou Dynasties. Candidates are advised to grasp the vertical connection of commonly used concepts when studying. Question 2: What is the difference between "Renzi-Guichou school system" and "Kwai egg school system"? Revelation: This question compares two related but different education systems and asks their differences. Candidates are advised to pay attention to the comparison between approximate concepts and approximate documents when studying.