What is the main content of reformist education theory?

Question 1: What does reformist education theory include? Reformist education gradually split from pragmatism education and progressivism education in 1930s, and became an independent educational thought in 1950s. It is famous as a branch of pragmatism education.

Question 2: What is the difference between progressivism and reformism? Progressive doctrine

65438+ In the 1970s, Francis of America? Influenced by the new education in western Europe, Francis W. Parker advocated progressive education.

1920 "seven-point statement of principles" published by progressive education;

1. Students have the freedom of natural development;

2. Interest is the driving force of all activities;

3. The teacher is a tutor rather than a supervisor of homework;

4. Scientific research on students' development;

5. Pay great attention to children's physical development;

6. Meet children's living needs and strengthen cooperation between schools and families.

7. In the education movement, progressive schools are the leaders.

As can be seen from the above statement of principles, progressivism holds that (1) education should be "active" and related to children's interests. It puts forward the concept of "the whole child": first, never ignore different aspects of children's lives; second, treat children as an organism. Schools that advocate "child-centered": the learning process is not determined by teachers and textbooks, but mainly by children, that is, teachers give guidance according to their interests. The influence of teachers is mainly achieved by controlling the environment in which they grow up. (2) Education should learn by solving problems rather than textbooks. (3) Education should cultivate life itself rather than prepare for it. Schools should put children's learning in a situation suitable for their age, aiming at the situations they may encounter in their adult life. (4) Teachers' duty is not to rely on authority to guide, but to make systematic suggestions. (5) Schools should encourage cooperation rather than competition. Progressivism does not deny that competition has certain value. But insist: cooperation is more in line with the human reality of biology and sociology than competition. (6) Only democracy can make all kinds of ideas and personalities develop and interact freely.

Evaluation: overcoming the disadvantages of traditional education divorced from reality, combining education with real life; The issue of children-centered has pushed the humanistic education thought to a new stage. It advocates the constant change, progress and renewal of education in the social process; Pursuing the actual effect of education on secular real life, based on pragmatic philosophy; Attach importance to science and technology and its application in education, vigorously advocate experimental methods of empirical science, and study curriculum, teaching methods and educational purposes, people and life problems with scientific methods; Strengthen the sociality and democracy of education, attach importance to individual values and freedom, and emphasize social values and social order at the same time. Progressive education shows extremely sensitive adaptability to the changes of social real life and an attitude of actively participating in modern life, which improves the social function of education, regards society and individuals as an inseparable whole, and regards the whole society as a big educational place, thus eliminating the barriers between school education and society. However, progressive education pays too much attention to the present situation of individuals and society, lacks long-term purpose, planning and continuity, and ignores its own future pursuit, which leads to the criticism of progressive education ideas from all sides to be further improved.

reformism

As an educational school, reformism came into being in 1930s, and Brameld laid the foundation for it. Some people call him "the father of reformism". Representative works "The Mode of Educational Philosophy" and "An Urgently Needed Educational Philosophy". The inheritance of reformism and progressivism aims at saving social crisis, so it is also called "crisis philosophy".

Basic principles of reformist education:

1. The main purpose of education is to promote the realization of a truly well-thought-out social reform program. Dewey's utilitarianism only provides a means for aimless education. Educators should carefully consider a clear political and social action plan, and the realization of this plan should be the main purpose of education.

2. Reformism claims to be a philosophy of "crisis era" and puts forward that education must concentrate on creating a new order. This order will realize the basic value of culture and be consistent with social and economic forces.

3. The new society must be truly democratic,

4. Teachers must use democratic methods to persuade education and convince students of the correctness and urgency of reformist solutions.

5. The aims and methods of education must be reformulated according to the research results of behavioral science.

6. Reformism thinks that progressivism exaggerates individual freedom too much, emphasizing that children, schools and education themselves are largely dominated by social and cultural forces.

This shows that the philosophical basis of reformism and progressivism ...

Question 3: Briefly describe the basic requirements of modernist reformist education 1. Reformism is a wing of progressivism.

In fact, reformism was born at the beginning of the progressive education movement.

Before Dewey founded the experimental school of the University of Chicago, some scholars were making another effort. Compared with Dewey, they pay more attention to social change.

For example, in 1889, Jenny Q Adams founded Hull House for poor immigrants in Chicago. On the one hand, it teaches employment skills, helps the poor find jobs and improves their living conditions; On the other hand, Jenny Q Adams and the school staff actively participate in local social reform activities, and any social reformer can participate in the activities of the Hull workshop for the poor. In this way, the Hull workshop for the poor has become a public place for people to express their social views. In the evening and on Sundays, liberals, socialists, non-socialists, producers and others gather here to exchange their ideas.

Of course, the progressives represented by Jenny Q Adams and her colleagues have not developed into the mainstream of the progressive education movement. Especially after the establishment of 19 19 progressive education association, the progressive school mainly focuses on school education, and the wing of children's center has a greater influence. In this way, the two forces of caring for social reform and caring for children center in progressive education are concentrated at both ends respectively, and finally appear.

In the 1920s, the Teachers College of Columbia University was in its heyday. In addition to Dewey, other famous figures of progressive education have also gathered one after another. Among these people, Harold Q. Lager, William Q. G. Qubo, John Q. Childs and George Q. Kantz often get together to form a discussion group headed by G. Qubo to discuss the relationship between schools and industrialized society, and how education can give teachers and students some necessary rational tools. Let them better understand and guide social changes and establish an ideal society. It should be said that these people are important figures in progressive education. However, it is the members of this group as the core that led to the rise of reformist educational thoughts in the 1930s.

2.reformism in the 1930s

From 1929, the United States first fell into economic crisis. As the global economic crisis continues, some progressive educators who originally advocated children's centers began to think more about how to make schools contribute to building a society without economic crisis. They believe that the ideal school advocated by progressive education cannot solve the social problems during the economic crisis, and progressive education must turn. That is, from the education that emphasizes individual center and individualism to the education that emphasizes social center and social transformation, from caring for personal growth to caring for social transformation. Undoubtedly, this shift of focus was the most profound foundation for reformism and progressivism to part ways in the 1930s.

~ The formation of reformist philosophy: Generally speaking, the formation of reformist philosophy can be traced back to the discussion group headed by Ke Qubo of Columbia University. In the late 1920s and early 1930s, members of this group published many articles and works on how to build a more ideal new society through education. From 1938 to 0934, Ke Qubo compiled articles written by members of this group into a book, The Frontier of Education.

Kanz's book Challenging Schools to Establish a New Social Order laid a theoretical foundation for reformism. In this book, Kanz emphasizes that schools should be the center of building a new society to eliminate poverty, war and racism. To make America more just and magnificent than it is now, education must play a role.

Characteristics of reformism in the 1930s: One of the characteristics of reformism in the 1930s was its radical viewpoint, so it was also called "frontline thinker". Another feature is that reformist advocates in 1930s were not limited to educational theorists, but many educational administrative departments and school administrators were also exploring social-oriented educational plans.

3, S reformism 50

In the 1950s, it was Bremerd who gave the remodeling a new look, attracted people's attention and brought great vitality to the remodeling. Some scholars believe that Brameld laid the foundation of remolding, and some people call him "the father of remolding".

Brameld has published a series of works. In An Educational Philosophy in Urgent Need of Reform, he expressed the origin and inheritance of his reformist thought and progressivism. He believes that social change can be attributed to the cultural crisis, and the purpose and means of education must be reformed. To solve the current cultural crisis, education should care about both methods and ... >>

Question 4: How many schools of western educational thought do you know? 1. The new education movement in Europe.

65438+The new education movement, which arose in European countries at the end of 2009 and the beginning of 2000, aims at transforming traditional school education to adapt to the changes of modern social life and the requirements of the new era. Beginning in Britain, and then expanding to Germany, France, Belgium and other countries, the leaders of the new education movement in Europe are mostly teachers with rich teaching experience, who are very interested in the reform of school curriculum content and teaching methods. The new schools they run are all expensive boarding schools, located in the beautiful countryside on the outskirts of the city. The school building is in good condition, and there are no gymnasiums, libraries and laboratories. Schools reproduce physical education and improve students' health; Pay attention to students' interest in teaching; Ask students to do farm work; Pay attention to cultivating students' independent spirit; Adopt family management; Cultivate students' ability to organize social life independently. The whole system of the new school pays attention to the all-round development of students' personality.

Second, the American progressive education movement.

65438+A new education movement in the United States at the end of 2009 and the beginning of the 20th century. It aims at opposing traditional school education and trying to reform the entire American education system. The American progressive education movement began with the Quincy School Experiment in Massachusetts, and then expanded to other states, and many progressive schools appeared. Most progressive schools in the United States are public schools, all of which emphasize the principle of freedom and take activities as the main teaching form. Small class size and large classroom area; Tan cheng is set according to the basic problems of human life; Advocate experiential learning and pay attention to the development of students' personal talents; Students are divided into management, and teachers only provide help and guidance.

Third, reformist education.

In 1930s, a school of educational thoughts split from pragmatism education and progressivism education in the west, which is famous for its pragmatism education branch. 1932, Kanz, an American progressive educator, delivered a speech entitled "Dare Schools Establish a New Social Order" at the National Congress of the Association for Progressive Education. Later, he and Lager formed a group called "Pioneer" and founded "Social Pioneer" magazine, which revised the theories of pragmatic education and progressive education. In 1950s, reformist education became an independent educational trend of thought, mainly represented by American educator Bremerd. Some of his works laid a theoretical foundation for reformist education. Reformist education emphasizes the "reform" of past educational theories in the "era of reform" in order to "transform society" through school education.

Four. Essentialism education

A school of educational thought in the west. Made in the late 1930s. From 65438 to 0938, American educator Baglai and others founded the essentialism to promote american council on education in Atlantic City, New Jersey, which was regarded as the symbol of the formation of essentialism education. Baglai, an early representative of essentialism education, published "An Essentialist's Program for Promoting American Education", which comprehensively expounded the viewpoint of essentialism education. 1939 helped to establish the American Association for the Advancement of Education. Since the mid-1950s, essentialism education has become the dominant educational thought in the United States, and the late representatives of essentialism education mainly include American educator conant, American historian Best and American military figure Rickover.

Verb (abbreviation of verb) eternal education

A school of educational thought in the west. It is named after promoting the eternal spirit of the universe, humanity and the basic principles of education. Originated in the United States in the 1930s, it is a school that advocates retro education accompanied by the movement against progressive education. The main representatives are hutchins and Edlow in the United States, Livingstone in Britain and Allen in France.

Immutable Verb New Thomas Education

A school of educational thought in the west. Based on Thomas and Aquinas' religious theology theory, religious education is regarded as the core and highest goal of education, and its main feature is to advocate religious education. It originated in Italy, France and other western European countries in the 1930s, and became popular in the United States after the Second World War. The main representative is that French idealist education is based on scholasticism, worships Christianity and thinks that education must be "the complete education of Christian education".

Seven, existentialism education

Western educational thoughts based on existentialism philosophy. In the 1950s. American educational philosopher Morris and others introduced existentialism into the field of education, and gradually formed a school of existential educational thought, which was widely popular in the United States, Federal Republic of Germany, Japan and other countries in the 1960s. It gradually declined after the 1970s. Existentialism education comes directly from existentialism philosophy and is a kind of survival education. The main representatives are Austrian Bubel, American Neil and German Jaspers.

Eight. An analysis of educational philosophy ... >>

Question 5: What are the main schools of curriculum theory? /kloc-since the 0/9th century, many schools of teaching theory have been born, which have had a great influence on theory and practice and promoted the transformation of teaching concept from tradition to modernity. Here, eight schools of modern teaching theory with great influence are briefly analyzed and introduced. First, the teaching theory of Materialism The teaching theory of Materialism is a school with a long history and wide influence, and is usually called the teaching theory of "traditional education". Herbatism was mainly founded by Herbart, and its developers were mainly his students Ziller (J., 18 17- 1882) and Rein. 1847- 1929), its main contents are as follows: (1) As for the purpose of education, they insist that the necessary purpose of education is to cultivate moral people, and the purpose of education choice is to cultivate children's various interests and harmonious development of various abilities. The essence of the former is that people obey the existing system and cater to the tradition, while the essence of the latter is to match the development of children with the reality and future social division of labor and employment. (2) As for the educational goal, they think that the highest goal of education is to cultivate children's virtue, and the closer goal is to cultivate children's interests in many aspects, including six interests: experience, speculation, aesthetics, sympathy, society and religion. In this way, at the teaching level, the concept of educational purpose with internal contradictions is unified. (3) In the form of courses, they constructed standardized "discipline" courses and teaching forms, and pursued the combination of classical humanities and modern practical disciplines. Natural history, physics, chemistry, geography, mathematics, logic, grammar, natural philosophy, literature, music, painting, sculpture, classical language, modern foreign language, mother tongue, history, politics, law, theology and other subjects 19. (4) With regard to the knowledge division caused by the curriculum level structure, Hermes put forward and practiced the subject-centered integration method. Herbart first put forward the integration principle of apperception psychology, and Ziller inherited Herbart's mantle and constructed a curriculum integration method with "history, literature and religion" as the core and history as the center. (V) About teaching methods Herbart believes that children have to rely on the accumulation of experience to expand their concepts, mainly to acquire knowledge in teaching. Based on apperception psychology, he divided teaching into four stages, which were developed by his disciples, forming a famous "five-stage teaching method", which has been popular in the theory and practice of school education in Europe and America for a long time. The five-stage teaching method includes: (1) "preparation", that is, asking questions and explaining the teaching purpose and goal; (2) "Prompt", that is, the teaching of new materials; (3) "comparison", through the comparison of old and new knowledge, make them realize joint; (4) "generalization", that is, on the basis of comparison, knowledge is not systematic, and a static deliberation activity is needed to seek conclusions and laws. (5) "application". Second, the teaching theory of children's social activity center 19 From the end of the 20th century to the beginning of the 20th century, the American progressive education movement thoroughly criticized and surpassed Herbart's teaching theory, and then established and developed the teaching theory of children's social activity center. The teaching theory of children's social activity center completely denies all kinds of traditional viewpoints centered on subject theme, and advocates taking students' interests, hobbies, motives and needs as the value orientation, and developing courses and organizing teaching centered on children's social activities. Its representative figure, the most famous is Dewey. Its basic viewpoints include: (1) The fundamental purpose of education is the development of children. Dewey criticized that the purpose of traditional education comes from outside education and is imposed on education by society. He pointed out that education has no purpose beyond itself. He advocates that "education is growth", that is, the purpose of education itself is to promote children's physical and mental development. (2) The essence of curriculum is experience Dewey takes his empirical naturalism philosophy as a scalpel, analyzes and criticizes the extreme "child-centered" theory that emphasizes everything from children and the "subject-centered" theory that emphasizes everything from teaching, and points out that both of them fall into an extreme and one-sided misunderstanding that separates children from curriculum. He insists on looking at children and curriculum from a holistic, changing and related point of view, so that they can become a whole and be unified. He said: "We realize that children and courses are only the two poles of a single process. Just as two points form a straight line, children's current views and the facts and truths that constitute various subjects constitute teaching. From children's present experience to what an organized and systematic truth represents, that is, what we call various disciplines, is a process of continuous transformation ... >>

Question 6: There is a multiple-choice question about pedagogy. Please consult the great gods on this question. The correct answer is that the first choice is D, because people who criticize pedagogy are studying these and then criticizing them. Our teaching principles were clearly stated by Mr. Shi when he analyzed the real questions for us! The second option is A, which is common sense. Original question. There's no explanation. The genius of these two questions lies in the key words, and then the hypothesis of the candidates is tempted. So be sure to look at the meaning of the question, not the key words.

Question 7: How many schools were there in ancient western countries?

European new education movement

65438+At the end of 2009 and the beginning of the 20th century, a new education movement rose in Europe, aiming at transforming traditional school education to adapt to the changes of modern society. The requirements of the new generation began with the expansion of European new education movement leaders with rich teaching experience, such as Britain, Germany and Belgium. The curriculum content of the school has been reformed, and they are very interested in running a new school. Boarding schools are expensive, and the conditions for building beautiful rural school buildings in the suburbs of cities are not as good as those for gymnasiums, libraries, laboratories and other schools to reproduce sports activities to improve health. Teach to pay attention to interest; Need agricultural labor; Pay attention to cultivating the spirit of independence; Adopt family management; Pay attention to all-round development through the new system of self-supporting organizational ability.

Second, the progress of American education

19 At the end of the 20th century, a new education movement appeared in the United States, aiming at opposing the traditional school education and trying to reform the entire American education system. The American progressive education movement began in Quincy School in Massachusetts and spread to that state. Now, many progressive schools in the United States emphasize the principle of freedom and regard it as the main form of teaching work. Small class size and small classroom area; Tan Cheng is set according to the basic problems of the class; Advocating that development can only be achieved through experience and attention; Teachers who practice governance only provide help and guidance.

Third, reformist education.

The branch of pragmatism education in western schools of educational thought is famous for its progress in pragmatism education in 1930s. 1932 American progressive educator Kanz Progressive Education Association gave a speech entitled "Schools Dare to Establish a New Social Order". Lager and others called it a pioneer thinker group and founded the magazine "Social Pioneer". The progressive education theory of reformist education in the 1950s was revised, and the trend of independent education was mainly represented by the works of Wumei educator Brameld, which laid the foundation of reformist education theory. Reformist education emphasizes that the reform generation should reform according to educational theory, and then school education should reform the society.

Four. Essentialism education

Western schools of educational thoughts came into being in the late 1930s. 1938 Baglai, an American educator, and other members of the Western Town Education Committee in New Jersey regard it as a symbol of essentialism education. Bale published the Essentialism Education Program, which comprehensively expounded the essentialism education view. 1939 helped to establish American education in the 1950s and spread the beauty of essentialism education. Conant, an American historian and the best American military scientist, is the main representative in the period of essentialism education.

Verb (abbreviation of verb) eternal education

Western schools of educational thought advocate the universal spirit of education, the eternal name of gender and basic principles. Originated in the United States in the 1930s, schools accompanied by anti-progressive education are mainly represented by Wu Mei hutchins Ajdero, Ingstone and Allen.

Immutable Verb New Thomas Education

Thomas and Aquinas, two schools of western educational thought, are the theoretical basis of religious gods. Their main feature is that they advocate religious education, which was born in Italy and Italy in the 1930s and became popular in the United States in World War II. The main representative is materialistic education based on scholasticism.

Seven, existentialism education

In 1950s, American educational philosopher Moss introduced existentialism into the field of education. In 1960s, the school of existentialism education gradually prevailed in the United States, the Federal Republic of Germany and other countries, and gradually declined in 1970s. Existentialism education directly originates from the main representatives of existentialism philosophy education, such as Ollie Bubel, Menel and de Jaspers.

Eight, folding educational philosophy

The ideological trend of western educational philosophy originated from the direct application of analytical philosophy principles in the field of education, and the contradictory ideological schools of western educational history in the 1950 s and 1960 s led to the confusion of educational theory; Because of the separation of education and philosophy, many educators and teachers lack enough philosophy training ideas, which is not feasible and revolutionary. Therefore, it is necessary to analyze educational philosophy.

Nine, western schools of educational thought developed from behaviorism (hereinafter referred to as behaviorism). Behaviorism was popular in the early 20th century, with Wu Mei Li Jiahua as the main representative. In 1930s, Neo-behaviorism tried to reform it. Neo-behaviorism education is mainly represented by Li Wumei, tolman, Hull and Skinner.

X. Structuralist education

Piaget, a Swiss philosopher, studied the structural basis of children's cognitive development process, founded cognitive theory, recognized children's knowledge development, and expressed the internal structural changes. Because children's cognitive structure and coherent education and teaching should follow the law of children's cognitive development and the relationship with intellectual development, teaching should be carried out according to the compilation of teaching materials.

X. Constructivism learning theory

Constructivism swept Europe and America in 1980s, and quickly became an influential educational concept in the world today. The main solution to the problem that education reform has been paying attention to for many years has not been solved, that is, what should we know about the meaning of knowledge? Constructivism, epistemology and the explanation of world relations inspire us to explore the learning mechanism, find tools for reflection and criticism in the field of education, and have a new understanding of the relationship with knowledge.

Twelve, meta-intelligence theory

Traditional intelligence theory holds that intelligence is single and high.