The three new schools of teaching theory refer to

The three new schools of teaching theory are developmental teaching theory, discovery teaching theory and example teaching theory.

As follows:

Herbal teaching theory is a school with a long history and wide influence. It is usually called "traditional education" teaching theory. Herbatism was mainly founded by Herbart, and its developers were mainly his students Ziller (J J., 18 17- 1882) and Rein (W W.

Regarding the purpose of education, they insist that the necessary purpose of education is to cultivate moral people, and the purpose of educational choice is to cultivate the harmonious development of children's various interests and 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.

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 various interests, including experience, speculation, aesthetics, sympathy, society and religion. In this way, at the teaching level, the concept of educational purpose with internal contradictions is unified.

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.

Aiming at the problem of knowledge separation caused by the horizontal structure of curriculum facing the division of disciplines, Hermeneutics put forward and practiced the method of subject center integration. 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.