1. Formation of New Democratic Education Policy ——( 1) General policy of Soviet culture and education: ① 193 1 year1month, the Chinese Soviet was proclaimed. The declaration adopted by the first National Congress of Workers, Peasants and Soldiers clearly put forward the education policy of the Soviet regime: "The working masses of workers, peasants and soldiers, regardless of gender, fully enjoy the same rights and obligations in society, economy, politics and education", and all feudal, religious and Kuomintang Three People's Principles education that anesthetized the people was abolished "2193465438+/KL. In the work report of the Second National Soviet Congress, Mao Zedong expressed the fundamental policy of education in the Soviet area more specifically: "It is to educate the working people with the spirit of capitalism, so that cultural education can serve the revolutionary war and class struggle, and to link education with labor. Is to make the broad masses of working people enjoy civilization and happiness. (2) The educational principles and policies of the * * * production party in China during the War of Resistance against Japanese Aggression period: ① the United front in cultural work; (2) cadre education comes first, and national education comes second; ③ Implement the educational policy of productive labor; (4) the policy of benefiting officials and people; ③ The cultural and educational policy of the new democracy: "the masses of the people led by the proletariat."

2. Cadre education-(1) On-the-job training for cadres: 193 1 Previously, it was mainly conducted in the form of school camps, teaching teams and short training classes. After the emergence of cadre schools, the categories are richer and the implementation is more standardized. (2) Cadre education: the famous ones are Marx Production University, Soviet University, Red Army University, Central Agricultural School, Central Lenin Normal School, Gorky Drama School, etc. (3) "Kangda": ① 1936 was founded in Wayaobao, northern Shaanxi, formerly known as "Northwest Anti-Japanese Red Army University", 65438+. From the Northwest Anti-Japanese Red Army University to the Anti-Japanese University, the general school has successively run eight issues, and at the same time, it has also run the Anti-Japanese University 12 branch school, which has trained more than 200,000 military and political cadres, and moved to the northeast in June 1945 to form the Northeast Military and Political University. The educational policy of Anti-Japanese University is "firm and correct political direction, hard and simple work style, flexible strategy and tactics". It was put forward by Mao Zedong in 1938. ③ Kangda's motto is "unity, nervousness, seriousness and liveliness". ④ Kangda's educational purpose is to "train military and political leaders to resist Japan and save the nation". ⑤ Kangda's style of study is "integrating theory with practice", "fewer but better", "paying equal attention to theory and practice" and "paying equal attention to military and politics". ⑤ Kangda's courses include ideological and political courses (theoretical study, Chinese * *).

3. Popular education is diverse and vivid, and its organizational forms are mainly winter schools, private schools (people's schools), evening schools, half-day schools, literacy classes (groups), newspaper reading groups, theatrical troupes, clubs and rescue rooms. Among them, winter school and private school are the most popular, universal and extensive forms of social education, which adapt to the scattered rural population and their real life. While establishing winter schools and training teachers, the base areas also actively organize the compilation of textbooks, such as literacy textbooks, daily magazines, and miscellaneous characters of crops.

4. General education-(1) Primary education in the Soviet area: the school system is five years, with the first three years as primary school and the last two years as high school. In the early days of the Anti-Japanese War, there were many bases at first, but few above. According to different objects, it is divided into full-time and half-time systems. (2) Primary education in the anti-Japanese base areas: The primary schools in the consolidation area are similar to those in the Soviet area, with a schooling period of five years. The first three years are junior high schools, and the last two years are senior high schools. Some are called complete primary schools, guerrilla primary schools and nearby areas. The primary school curriculum of "guerrilla primary school" and "double-sided primary school" not only takes care of children's physical and mental development characteristics, but also pays special attention to political and ideological education and productive labor. (3) Normalization of primary and secondary education in the liberated areas: It marks that education has consciously changed from serving the revolution to serving the peace building, mainly referring to the standardization of secondary education, which actually involves the whole general education, including three aspects: ① making a long-term education plan, which does not change with the changes of political tasks like wartime; (2) popularize education and standardize the educational system; ③ Pay attention to systematic scientific and cultural knowledge. (4) Rectification and construction of higher education in the Liberated Areas: ① Holding training courses against big money, and carrying out short-term political education and ideological reform for young intellectuals one by one; ② Further rectify the original universities in the liberated areas; ③ Establish a new university.

5. The basic experience of education in revolutionary base areas ——( 1) Closely combined with the current central task, insisting that education serves politics: ① regarding the educational object, insisting on "cadre education first, national education second", and insisting on "adult education first, children education second" in mass education; (2) in the educational content, focus on the content needed by the revolutionary war; ③ In the form of education, adhere to flexibility and diversity. Give priority to non-institutional education; (2) The combination of education and productive labor: ① In terms of educational content, it should be related to the local production and life reality at that time; ② In the form of educational organization, attention should be paid to adapting to the local production needs at that time; (3) require students to participate in actual productive labor; (3) Relying on the masses to run schools: ① The adult masses educate the masses to run their own schools, and the democratic government gives guidance; (2) Relying on the strength of the masses in general education; Ordinary primary schools are run by the masses or take the form of private office assistance; Cadres should not be divorced from the masses, but should try their best to think of them.

(C) the educational theory and practice of modern educators

1. Yang Xianjiang and Marxist Education Theory-New Education Outline is the first book in China to systematically expound the education problems with the basic principles of Marxism, and the history of education ABC is the first book to analyze the history of education with historical materialism (1). On the essence of education: using historical materialism to clarify the essence of education, "education is one of the ideological labor fields", that is, the upper class of society. Based on the economic base, relying on and reacting to the economic base. While acknowledging that education is a social superstructure, we do not deny that education is a means of labor reproduction. Education has dual attributes. (2) "Lifelong Guidance" and Youth Education: 1) The reason for the youth problem is that adolescence is a period of great and important changes in body and mind. (2) Social unrest and upheaval are more likely to lead to youth problems. (2) Lifelong guidance means caring, educating and guiding teenagers. We should not only care about their learning of cultural knowledge, but also give correct guidance and guidance to various practical problems in their lives, so that they can grow up healthily in moral, intellectual and physical aspects. The importance of guiding life is "revolutionary outlook on life", and its starting point is to guide young people to the revolutionary road and lead a revolutionary life. 3) The specific contents are: ① Education should seek quality development; ② Education should guide students to live a normal life, including healthy life, civic life, working life and so on.

2. Huang Yanpei's vocational education practice ——( 1) Exploration of vocational education: ① 19 13 published an important paper "Discussion on School Education Adopting Pragmatism" ② 19 14 went to Anhui. Investigation on Education in Jiangsu and Zhejiang Provinces 3 19 16 established the first provincial vocational education institution-Jiangsu Vocational Education Research Association 4 19 17 The Declaration of China Vocational Education Association published after the establishment of China Vocational Education Association marked the formation of vocational education thoughts represented by Huang Yanpei. It is believed that vocational education has three purposes: "preparing for individuals to make a living", "preparing for individuals to serve the society" and "preparing for the world and the country to improve productivity". The purpose of vocational education was put forward in the 1920s, and the concept of big vocational education was put forward in the middle and late 1920s. Probe into the adaptability of the external environment of vocational education. (2) The role and position of vocational education: First of all, the theoretical value of vocational education is "personal preparation for making a living, personal preparation for serving the society, and preparation for improving the productivity of the country and the world". Secondly, the role of vocational education in China society at that time was to help solve the most important and urgent livelihood problem of China people. Third, its position in the whole education system is consistent, complete and orthodox. (3) The purpose of vocational education is to "let the unemployed have jobs and make those who have jobs happy." (4) The policy of vocational education is: first, socialization, including the socialization of the purpose of running a school and the socialization of the way of running a school. The second is science, which is to use science to solve the problems of vocational education. (5) Teaching principles of vocational education: combination of hands and brains, integration of learning and doing, parallel theory and practice, and equal emphasis on knowledge and skills. (6) Professional ethics education: respect for career and music groups. (7) The content of vocational education advocates vocational education and active participation in sports in the whole society. (2) Advocating the communication between education and occupation. Communication between schools and society is the principle of vocational education. Vocational education should be inclusive. Vocational education should be implemented in all levels and types of education. Vocational education should run through the whole process of education and career. Vocational education should cultivate not only professional intelligence, but also professional ethics and service spirit. We should not only pay attention to the study of scientific and cultural knowledge, but also pay attention to the cultivation of practical ability, job hunting ability and entrepreneurial spirit.

3. Strict rural education experiment-* * * * * He served as the director-general of China Association for the Promotion of Civilian Education for a long time, and conducted rural civilian education experiment in Dingxian County, Hebei Province in * * * *, and founded the "Four Educations" of China Rural Construction Yucai College on 1940 (1): ① Strike fools with literary education and cultivate them. Cultivate strong strength ④ Attack private interests with civic education and cultivate unity (2) "Three ways": school-style education (divided into two stages: basic education and rural reform education. Quality education is the foundation of basic education. First, there are three types of illiteracy eradication: primary civilian schools, advanced civilian schools and livelihood itinerant schools. Social education (mainly promoted by civilian student associations) and family education (mainly undertaken by family associations). Set up five forms: master club, housewife club, juvenile club, girl club and children's club. (2) "Agriculture-oriented" and "Agriculture-oriented": Strictly put forward the civilian education goal of "scientifically simplifying farmers", thinking that farmers should be farmers first, that is, they should be completely integrated with the broad masses of farmers. (3) Evaluation: As an educator, rural China proposed. Do not understand that imperialist aggression and feudal residual exploitation are the root causes, and deny that the root causes of social problems are class exploitation and oppression. Taking rural construction as a social reform movement is actually an incomplete capitalist movement, which ended in failure, but its redeeming feature is that its theory of civilian education and rural transformation has China characteristics.

4. Liang Shuming's Rural Education Construction-Shandong Rural Construction Research Institute was founded in Zouping, Shandong Province (193 1) (1). On rural construction and rural education, the so-called rural construction is a way to try to preserve the existing society and lead to social industrial and commercial development through rural education. The crux of realizing economic transformation and social transformation ① lies in the fact that China society has always followed its own development path, while the problem of China lies in the cultural imbalance ② The essence of rural construction is the cultural transformation of China, and the problem of China construction is ultimately "rural construction". From the perspective of social history, there is no class opposition in the economic sense in China, and there will be no class confrontation. Therefore, social revolution is impossible in China, and the only feasible way is rural construction. Judging from the current social situation, China society is a rural society, and China traditional culture is rooted in the countryside. China must start with rural construction. (2) Rural construction and rural education: rural construction takes rural education as the method and rural education takes rural construction as the goal. On the one hand, the main means to solve the cultural imbalance in China is education, on the other hand. The social transformation in China is actually an educational process. Rural education has no vitality without rural construction, and rural construction has no future without rural education. The two are actually one. (3) The implementation of rural education is divided into social education (including social transformation movement and social construction) and school education (rural school, with educational power instead of administrative power, and educational content emphasizes serving rural construction. Close to the needs of rural production and life) (4) Evaluation: In essence, it is the ideal of China intellectuals to improve China society by transforming rural areas in China, and they are exploring the third way to save the country. However, denying class struggle reflects the negative side. It is advisable to acknowledge that the China issue is a rural issue and to think about the social transformation in China based on cultural traditions, which will contribute to the rural areas.

5. Chen Heqin's exploration of "living education"-(1) Children's education and "living education" experiment: Chen Heqin attached importance to children's education, studied and summarized the basic characteristics of children's physical and psychological development, clearly put forward the idea of "living education", and established the earliest experimental center for early childhood education in Nanjing in 1927. 1929 was expanded to China Children's Education Society 1940, and Jiangxi Experimental Kindergarten Normal School was established, with primary schools, kindergartens and school-run farms. 194 1 year was used to carry out "living education" experiments, and 1 month was used to establish "living education" magazine. It marks the formation of "living education" theory with national influence and the beginning of "living education" movement. At the beginning of 1942, the kindergarten teacher attached a small garden. 1in the spring of 943, kindergarten teachers were changed into national naive normal schools, and special departments were added. So far, the "living education" experiment has formed an early childhood education system including five departments: junior college department, kindergarten department, primary school department, kindergarten and nursery school. (2) The ideological system of "living education": ① The purpose of "living education": "Being a person, being a China person and being a modern China person" is the most general purpose of "living education", and "being a China person" is to care about this student. Compatriots who love their own destiny have five requirements for "being a modern China person" ("having a sound body", "having the ability to build", "having the ability to create", "being able to cooperate" and "serving") ② The curriculum theory of "life education" is to let students learn directly from nature and society ("nature and society" gain experience and knowledge through personal observation), and specifically put life education into practice. ③ The teaching theory of "living education" and "learning by doing" are the basic principles of "living education" teaching method. It attaches importance to outdoor activities and life experience, takes physical objects as the research object and books as the auxiliary reference basis of children's psychology.

6. Tao Xingzhi's "life education" thought and practice-(1) "life education" practice: Tao Xingzhi pays attention to the combination of education and productive labor, and the combination of education and human life reality. 1923 initiated the organization with Zhu, Yan and others to establish the "China Civilian Education Promotion Association" (2) Xiaozhuang School: founded for the China Education Improvement Society. 1March 927 15 was founded in Xiaozhuang, Nanjing, with Tao Xingzhi as the principal. The purpose of running a school is to "train good rural teachers and run a good rural school", transform rural education and then transform the countryside. The goal is to "cultivate teachers that rural people and children like", with "healthy physique, farmers' skills, scientific mind, artistic interest and the spirit of transforming society". It is "the soul of transforming rural life". Xiaozhuang's school-running theory is Tao Xingzhi's "life education" theory. The method of education is called life method, that is, "teaching, learning and doing are integrated" (3) Shanhai Engineering Corps: 1932 He organized the Shanhai Engineering Corps between Shanghai and Baoshan, which is an educational organization for the poor in the form of part-time work and part-study (4) "Mr. Xiao", that is, organizing out-of-school children and teaching small children. The method of not knowing how to teach (5) Yucai School: 1939 Established in Gusheng Temple, Fenghuangshan, Hechuan County, near Chongqing, Sichuan Province, the school selects children with special talents, teaches students in accordance with their aptitude, and cultivates talented young people, and trains "primary school students who pursue truth, young gentlemen who immediately know, and young workers who wave their hands and brains to resist aggression" for the establishment of War of Resistance against Japanese Aggression and People's Republic of China (PRC). (6) The theoretical system is "Life education is education. Judging from the relationship between life and education, it is life that determines education. As far as effectiveness is concerned, education can only become real education through life ") 2) Life is education (the importance of life education theory), which emphasizes that education is life-centered and opposes traditional education that is divorced from real life and centered on books. Although equating education with life ignores the particularity of education and the teaching of systematic knowledge, it is of progressive significance to break the disadvantages of traditional education divorced from the people and real life. Its connotation lies in ① life contains the meaning of education; ② Real life is the center of education; ③ Life decides education, and education transforms life; ③ Society is school, which is different from Dewey's "School is society". It advocates the transformation of traditional schools, which is based on the needs of society, that is, the combination of schools and social life, on the one hand, "making schools progress with the help of social forces." On the other hand, mobilizing the strength of the school, making the society progress, making the school truly an indispensable part of social life, expanding the connotation and role of the school, changing the traditional concept of running a school and education, making the working people excluded by traditional education receive the minimum education, and infiltrating the hard work of popularizing mass education. 4) "Integration of teaching and doing" is the embodiment of life education in teaching methods. Including ① requiring "working hard at work" ② because "doing is the beginning of understanding" ③ requiring "teaching first" and "learning first" (that is, teachers teach themselves first and learn knowledge before teaching others) ④ negating the injection teaching method; 5) The life curriculum theory is the embodiment of "teaching, learning and doing in one" in the curriculum, and advocates that (1) books are the purpose of cultivating students' vitality. What kind of books should I use to live? 2. Life-oriented guide books should be used instead of traditional text-based textbooks. 3. The needs and abilities of society, personal development and life, and the needs of professional noumenon should be taken as the basis for curriculum setting and teaching content arrangement. 6. The six characteristics of life education are life, action, mass, progress, worldwide and historical connection.

For more details, please click: 20 15 PubMed: Summary of Educational History of Pedagogy Knowledge Points.

If you have questions about the postgraduate entrance examination, don't know how to summarize the contents of the postgraduate entrance examination center, and don't know the local policies for postgraduate entrance examination registration, click on the bottom to consult official website and get the review materials for free: /xl/