Educational anthropology originated in western countries at the beginning of this century, and the most fundamental driving force is capitalist industrialization. Large-scale industrial production has created enormous wealth, which makes human beings discover their own value and dignity for the first time, but it also makes people slaves to machines under the rule of things, which puts forward urgent requirements for human beings to find new ways for human development and liberation. At the same time, large-scale industrial production also makes education and society penetrate each other, which makes people have to study education when they study and understand society, and organically link education with all aspects of society; Third, the Renaissance liberated and demanded human nature, which also promoted the study of education and human nature. In addition, because education is outdated and backward, it can not adapt to the development of society, and it also urges educators to learn from other disciplines and learn from their methods, thus promoting the marriage between pedagogy and anthropology and promoting the emergence and development of educational anthropology with the same purpose and development requirements. /kloc-in the 9th century, ushinski, a Russian democratic educator, first put forward the concept of educational anthropology, and Hewitt, an American educator, first carried out this research. Two influential papers, Anthropology and Education and Racial Factors in Education, were published in the American Journal of Anthropologists 1904- 1905. Besides, Plessner), in the 1920s, there was such a thing as? The Nature and Task of Educational Anthropology, robert huth? Noel's "About People's Educational Knowledge" and other works. With the emergence of various problems related to people and education after World War II, educational anthropology has also been developing in participation, gradually forming an independent branch different from pedagogy and anthropology, and developing into two major schools: cultural and educational anthropology headed by the United States, philosophical and educational anthropology headed by Germany and structural educational anthropology applying structural analysis methods in Germany. In 1980s, the researchers of educational anthropology in China put forward a comprehensive framework of educational anthropology, that is, taking cultural educational anthropology as the main research method and drawing lessons from the generalized theoretical method of Philosophy Education 283, focusing on the development of general humanities education. In particular, modern education (unlike cultural and educational anthropology, which pays attention to minority education) and pays attention to the general laws and characteristics of human education development can be said to be an educational anthropology that pays attention to modern educational research. It holds that educational anthropology must start from its own educational practice and study all kinds of problems faced by its own educational practice, but these problems are the products and derivatives of modern education in different practical fields. If we don't understand the interactive relationship and regularity between human development and modern education, we can't explain and explain these problems and phenomena in essence.