2021 Shandong Teacher Recruitment Pedagogy: Pestellozi

First, the analysis of the examination situation

It is mainly in the form of objective questions, often examining topics that match the characters and ideological views, and at the same time distinguishing them from the ideological views of other characters in the same period. Among them, pestellozi's status is also a common test point in the examination process, and the preparation is also carried out in the form of objective questions.

2. Answering skills

During the learning process, the relevant knowledge points are remembered by connecting the life background of the characters, and the key words can be selected according to the exam.

Third, examine the knowledge points

(1) Biographies and representative works

Pestellozi, a Swiss educator and educational reformer known as the "father of loving children", was the first practice in the history of education to combine production and labor. His representative works mainly include: "Linhad and Ge Dude" and "Letters of Early Childhood Education".

(2) Main ideas and viewpoints

Pesterozi's educational ideology is still relatively unsystematic, but in all his educational practice runs through the idea of "democracy". Believing that poor people also had the right to education, he repeatedly practiced education, hosting displaced children, and in the process of doing so, he put forward his own ideas and views on the inheritance of the ideas of his predecessors.

1. Educational psychology

Pestellozi accepted the influence of Rousseau and other predecessors, demanded that education should follow nature, and opposed the strong insertion of knowledge into children's minds, which would only hinder the development of children's potential, so he proposed "educational psychology", which was the first person in the history of Western education to put forward the idea of "educational psychology", through the experience of "physical teaching method", education was based on psychology, so that education and psychology were closely integrated.

"Educational psychology" means that the purpose of education should follow the law of human development and develop children's internal abilities. After a large number of observations and analyses of children in the long-term education and teaching practice, Pestellozzi pointed out that there are certain laws to follow in the natural development of human beings, and children cannot be allowed to develop arbitrarily. The adaptation of education to human nature is reflected in the fact that teaching is mainly to adapt to human psychology, and in education, it is necessary to transform the undesirable elements of human nature.

Second, in specific educational activities, it is necessary to act in accordance with the laws of psychology, and education should be coordinated with children's psychological characteristics and laws of human nature, pay attention to individual differences, and teach according to their aptitudes. The psychological development of children is a continuous process. Pestalozzi believes that educating children should be based on their innate abilities ( both physical and intellectual ) and develop them progressively. The process is like the growth of a tree, the seed is buried in the soil, and then it sprouts, branches, flowers, and bears fruit until it grows into a big tree. It is a continuous, gradual process of development, the root of which lies in the seeds and roots of the tree, and education as a catalyst for human development should be similar to the pattern of plant growth, with a method suitable for human nature, psychology, and step-by-step.

Although Pestalozzi has not yet made a truly scientific explanation for the psychology of children and their development, he has deeply realized that the science of education should originate from and be based on the exploration of the human psyche. His idea of the psychologization of education was clearly a step forward from Comenius's idea that "education should adapt to nature" and Rousseau's idea that "education should conform to nature" thought.

2. On the purpose of education

In The Book of Linhad and Gerded, Pestellozi borrowed from Count Pilivsky and said: "What is valuable in the world lies in the development, in the development of the inner strength of each person's talents, so that he can be tempered so that he can give his best and attain his rightful position in society." This is the ultimate purpose of education. From this we can see that Pestalozzi believes that the ultimate goal of education is to develop all the innate forces of man in an all-round and harmonious manner. In order to achieve this educational purpose, Pestalozzi made the following points:

(1) Education should follow the laws of nature

Influenced by Rousseau, Pestellozi believed that educators should follow nature in the process of education, understand and respect the nature of children, not suppress the natural development of children, and at the same time make the law of this natural development consistent with the purpose of education, because the free development of them cannot be their natural ability to achieve harmonious development, and this harmonious development is exactly what a qualified member of society must have. But unlike Rousseau, Pestalozzi did not idealize the nature of the child, and if the development of man's abilities depended only on the power of nature, then the process of man's liberation from the sensual characteristics of animals would become slow.

(2) Education should be combined with social needs

Pesterozi also did not agree with Rousseau's view of free development and a natural perfection in accordance with nature. In this case, he argues, education can at best make the child a naturally perfect man, and that man is a social animal, and that the development of man's various innate abilities is both a requirement of nature and a "universal need of mankind". He believes that in order to develop the inner strength of man, it is necessary to combine the individual with society, and ultimately realize the needs of society and the individual. This is the higher side of Pesterozi's thinking than Rousseau, who recognized the social function of education.

(3) Education should be democratic

Pestellozi reveals the inequality of educational rights at that time, believing that teaching at that time was like a mansion, the upper floor was spacious and bright, showing superb skill, but only for a few people to live, and the lowest floor lived countless ordinary people, who could not enjoy fresh sunlight and air, could not get rid of the darkness, the line of sight was blocked, and the eyes became blind. He called for everyone to be educated. Society should make education a wealth for all, advocating that education be universal to all children and become an important lever for transforming society. These propositions of his are correct and progressive, representing the trend and direction of the times. But he failed to recognize that the root cause of social inequality and poverty was the political and economic system of society, not the lack of education and culture.

3. On harmonious development of education and element education

Pestalozzi believes that the development of children's abilities follows the law from simple to complex, so teaching should also gradually transition from the simplest elements to complex elements, so he proposed "element education". On this basis, Pestalozzi proposed an education with comprehensive and harmonious development of "sports", "intellectual education", "moral education" and "labor education". In his view, the simplest element of moral education is the child's love for his mother. When a mother gives her child satisfaction and peace after birth, her trust in her mother sprouts and her moral strength is stimulated and developed. Later, it evolved into love and trust for the family, and eventually developed into love for human beings. The simplest element of sports is the movement of various joints, that is, the training of children through hitting, throwing, pushing and pulling, etc. These are the basis for both children's physical development and the physical activity and physical activity. At the same time, he believes that labor education is based on sports, and if people's various physical strengths are not developed, then the cultivation and training of various habits and skills in labor cannot be talked about. The most basic elements of intellectual education are number, shape and language (number refers to the quantity, nature, calculation, etc. of specific physical objects; Shape refers to the appearance, contour, proportion, etc. of a specific physical object; Language refers first and foremost to the native language, including things like letters, words, words, sentences, and articles). Labour education is also an indispensable means for children to gain an independent capacity to live and to improve poverty. In his practical educational work, he has also always implemented the principle of combining labor and education.

In his later years, Pestellozi wrote in The Song of the Swan: "The problem of elemental methodology is how to bring the cultivation of man's talents and abilities in harmony with the order of nature. I am more or less aware of the full importance of this problem, and have spent the rest of my life trying to solve it. ”

4. On the education of love and family education

Pesterozi is the earliest representative of the education of advocating and implementing love in the history of foreign education, and is a model for the implementation of love education. As a result, he is known as the "father of loving children".

Pestellozi's educational idea of love is the conscious, selfless, lasting and fair scientific love that educators have produced for the educated in the long-term and arduous educational practice. The education of love includes two aspects: one is the love of teachers for students; Second, teachers should cultivate students with love.

Pestellozi also attaches great importance to family education, on the one hand, he advocates the implementation of love education in family education, and realizes the emotionalization of family education. Successful education is based on ideal family life and parental love, and the influence of maternal love in family education cannot be replaced by any force.

On the other hand, it advocates the implementation of love education in school education and the realization of family education in school education. The educators in the old education at that time only focused on imparting knowledge, neglecting the education of love for children and ignoring the existence of children's subjectivity. There is a serious gap and antagonism between educators and the objects of education, and the educational process is fraught with discord and tension. In view of this situation, Pestellozi advocated the familyization of school education, and school education must be driven by the spirit in family education to promote the healthy development of school education.

Pestalozzi is an important representative of naturalistic educational thought, proposing that education should not only conform to nature, but also get rid of animal nature and ascend to the realm of morality. The principle of "educational love" put forward by him turned the educational activities between teachers and students into a warm family relationship, and for the first time implemented the education method of combining education and labor, which had a profound impact on the education and teaching of future generations.

Fourth, the test questions are reproduced

1. Which of the following does not belong to the educational content of harmonious development proposed by Pestalozzi ( )

A. Physical Education B. Aesthetic Education C. Labor Education D. Moral and Intellectual Education

1. [Answer] B. Analysis: Proposes a harmonious development of education, including physical education, labor education, moral education and intellectual education. He regards sports as an important part of the harmonious development of education for adults, and attaches importance to the combination of sports and labor education. Therefore, B is chosen for this topic.

2. The first people to put forward the idea of "psychologicalization of education" are ( )

A. Rousseau B. Comenius C. Pestalozzi D. Locke

2. [Answer] C. Analysis: Pestalozzi is the first person to put forward the proposition of educational psychology, believing that the purpose of education should follow the law of human development, and education should be consistent with the psychological characteristics of children and the law of human nature. Rousseau emphasized the educational ideas of naturalism; Comenius put forward the idea of "pan-intellectual" education; Locke put forward the ideas of "whiteboard theory" and "gentleman's education". Therefore, C was chosen for this topic.