What are the famous theories of pedagogy?

First, Maslow's hierarchy of needs theory:

(1) Maslow's motivation theory is put forward according to people's basic needs. Maslow pointed out that there are different levels of basic needs, which are divided into physiological needs, security needs, belonging and love needs, respect needs and self-realization needs from bottom to top, in which physiological needs are the most basic needs and self-realization is the high-level needs.

(2) The demand generation follows the hierarchical order. Generally speaking, people will only pursue higher demand when lower demand is met.

(3) If a person's food, clothing, housing and transportation conditions are not guaranteed, then he will go all out to work to obtain the most basic material security; After the basic survival needs are met, he will consider how to further study, how to achieve success, how to get respect from others, how to realize himself and so on.

Second, yerkes-dodson law:

(1) Generally speaking, the stronger the motivation, the higher the work enthusiasm, the better the potential and the greater the efficiency; On the contrary, the lower the excitation intensity, the worse the efficiency. Therefore, work efficiency increases with the enhancement of motivation. However, the research of psychologists yerkes and dodson confirmed that the relationship between motivation intensity and work efficiency is not linear, but an inverted U-shaped curve.

(2) The above research also shows that the optimal motivation level is not fixed, but will change according to the different nature of the task. When completing simple tasks, the motivation is high and the efficiency can reach the best level; Among the tasks with moderate difficulty, the efficiency of moderate motivation intensity is the highest; When completing complex and difficult tasks, the work efficiency with low motivation intensity is the best.

Four. Ebbinghaus forgetting curve:

(1) Psychological research proves that forgetting is regular. German psychologist Ebbinghaus first made a systematic study of forgetting. He chose meaningless syllables as learning materials in order to avoid the influence of existing experience on learning and memory as much as possible.

(2) During the experiment, the subjects are required to memorize the materials first, and then relearn them at different time intervals, and the time or times saved by relearning is used as an index to measure the forgetting process.

(3) The results show that studying for 1/3 hours after memorizing the learning materials can save about 58.2% of the reading time. Studying after one day can save about 33.7% reading time; After six days of study, the time saved will gradually drop to about 25.4%. Ebbinghaus drew a famous forgetting curve based on these data.

(4) After that, some psychologists used meaningless materials or meaningful materials to conduct repeated experiments on the forgetting process, and the results were basically consistent with the description of Ebbinghaus forgetting curve.

Five, we can see the process of forgetting from the forgetting curve:

(1) Forgetting is to do it first and then do it. After memorizing the materials, the amount of materials retained in your mind decreases with the time, especially in a short time after memorizing them, and most of them are forgotten.

(2) Forgetting imbalance. The number of keeping gradually stabilized with the extension of time, and the speed of forgetting gradually slowed down.

(3) The general trend is to forget quickly and much at first, and then forget slowly and little.

Six, Piaget's law of children's moral development:

(1) Abide by the rules and consider them sacred and unchangeable.

(2) Judging right or wrong from the material consequences of behavior, rather than judging good or bad from motivation.

(3) Respect authority unilaterally, and have a sense of obligation to abide by adult standards and obey adult rules.

(4) there is an absolute tendency to look at behavior (either all right or all wrong), so you can't put yourself in the other person's shoes.

(5) In favor of heavy punishment, it is considered that the punished behavior itself is bad. Confuse natural law with moral law, thinking that misconduct will be punished by natural forces (God), so people are considered sick and influenced by their own misconduct.

Extended data

Pedagogy is a social science that studies educational phenomena, educational problems and their laws. It exists widely in human life. Through the study of educational phenomena and problems, the general laws of education are revealed.

2./kloc-After the middle of the 9th century, the emergence of Marxism and the development of modern psychology and physiology laid the foundation of dialectical materialism philosophy and natural science for science education. The development of modern production, science and technology and the extensiveness and richness of educational practice further promote the development of pedagogy.

3. The research object of pedagogy is the phenomena and problems of human education and the general laws of education. It is an intrinsic and essential connection and relationship among education, society, people and various factors within education, and it is objective, inevitable, stable and repetitive. Such as the relationship between education and social politics, production, economy, culture and population.

4. The relationship between educational activities and human development, the relationship between school education, social education and family education within education, the relationship between primary education, secondary education and university education, the relationship between educational objectives and teaching and extracurricular education in secondary education, the relationship between intellectual education and moral, physical, aesthetic and labor education in educational and teaching activities, and the relationship between the teaching of educators and the teaching of educatees in intellectual education.

5. There is a regular relationship between students' learning motivation, learning attitude, learning methods and academic performance. The task of pedagogy is to explore and reveal various educational laws, clarify various educational problems and establish a theoretical system of pedagogy.

6, the basic point of view:

(1) Education is a social and historical phenomenon, which has distinct class nature in class society, and there is no education divorced from social influence.

(2) Education originated from social productive labor, and changes in the mode and nature of labor will inevitably lead to changes in the form and content of education.

(3) The fundamental purpose of modern education is to promote the all-round development of students.

(4) The combination of modern education and modern large-scale productive labor is not only an important way to develop social productive forces, but also the only way to cultivate people with all-round development.

(5) In the relationship with politics, economy and culture, education is restricted by them on the one hand, and relatively independent on the other, and reacts on them, which plays a great role in promoting the development of politics, economy and culture in modern society.

(6) Marxist materialist dialectics and historical materialism are the methodological basis of educational scientific research, that is, to see the complexity of educational phenomena, we should not treat educational research with a simplistic attitude and method, but also firmly believe that educational phenomena have laws to follow, otherwise we will fall into the quagmire of agnosticism and relativity.

(7) The emergence of Marxism has laid a scientific methodological foundation for the development of pedagogy. However, due to various reasons, many people fail to understand and apply Marxist theory well in the research process of practical pedagogy, and often make some mistakes of simplification and mechanization, which we should pay special attention to when studying and developing Marxist theory.

7. Critical education

(1) An educational trend of thought that emerged after 1970s is also the dominant one in western educational theory. The representative figures are Bowles, Quintis, april, Jill, Audoul and so on.

(2) The representative works are Bowles and Quentin (1976) School Education in Capitalist America, Audoul (1979) Reproduction of Education, Society and Culture, Apple (1982) Reproduction of Culture and Economy in Education, and Jill.

8, the basic point is:

(1) The school education of contemporary capitalism is not a force for the establishment and liberation of democracy, but a tool for maintaining the unfairness and injustice in the real society, and it is the root of social differences, social discrimination and social opposition;

(2) Education corresponds to society. What kind of social politics, economy, culture, there is what kind of school education institutions. Social and political ideology, cultural pattern and economic structure are strongly low, which restricts the purpose of running a school, curriculum setting, teacher-student relationship and evaluation.

(3) The purpose of critical pedagogy is to reveal the interests behind seemingly natural facts, to help teachers and students remain sensitive to their own educational environment and many factors that constitute the educational environment, that is, to "enlighten" them to achieve the purpose of "liberating" their consciousness, and to actively seek strategies to overcome educational and social inequality and injustice;

References:

Baidu encyclopedia-pedagogy