The Spread Of Kaiipob's Pedagogy And Its Influence On The Teaching Of History In Middle Schools Of China

In the early days of the founding of New China,the former Soviet Union became a template for my country's learning.In the field of education,the development of Soviet pedagogy must be introduced to a large extent.The main object of study is "Education"edited by the former Soviet Union education scholar Kaiipob.The article takes Kaiipob 's"Pedagogy" as an example,on the basis of understanding Kaiipob 's identity,discusses the spreading process and different endings of this book in China and the Soviet Union in terms of communication methods,channels,influences,etc.Great,put forward the situation and enlightenment about the introduction of foreign education theory.Kaiipob's "Pedagogy" has a lot of destiny in China.At the beginning of the introduction,it was accompanied by the promotion of the will of the government.Through the dispatch of foreign students and delegations to the Soviet Union,the guidance of Soviet education scholars to China,etc.The world "walks".However,with the breakdown of Sino-Soviet relations and changes in the domestic political environment,it has been labeled as capitalism,and its status in my country's education sector has rapidly deteriorated.Only after the Third Plenary Session of the Eleventh Central Committee in 1978,did the education community analyze and apply the principles of education and teaching more objectively and rationally.In terms of its impact on China's history teaching,it mainly involves the establishment of materialist concepts of history,the widespread application of intuitive teaching,the preparation of syllabus,and the establishment of teaching and research groups,which play an important role in regulating the history teaching in the early days of the founding of China,Also laid the tone for today's history class.But there is no doubt that some "rejection reactions" in the process of "grafting" have also occurred,hindering today's basic education curriculum reform.This reminds us that the introduction of educational theories should be rooted in the country's soil when introducing foreign educational theories,and that educational practice should absorb reasonable components in order to ensure that the foundation of my country's pedagogy is as rocky as possible and reflects Chinese characteristics.