Rousseau's Activity Teaching Thought

This thesis chooses Rousseau's activity teaching thought as the research Point,primarily because I am concerned about himself and his educational thought. As theincontrovertible educator and thinker of education history, people are familiar with hisNatural Educational Thought, but the study of his teaching ideas is inadequate, whichmakes my study possible.This thesis is divided into five parts. The first part discusses the origin andsignificance of this study. I comb through the references of both domestic and foreignscholars on Rousseau's activity teaching ideas and the definition of activity teaching .onthat basis I put forward my opinion on Rousseau's activity teaching thought.The second part discusses the background of that time and Rousseau's personalexperiences in detail. Rousseau's activity teaching thought is closely related to theenvironment of that time. The accumulation of previous thought, the illumination ofEnlightenment and Rousseau's experiences are the basis of Rousseau's activity teachingthought.The third part discusses the theoretical basis of Rousseau's activity teaching thought.Rousseau's sense experience epistemology and the view of children directly affect hisactivity teaching thought, and his Aims of Education directly decide how to implement theteaching. As Rousseau think sense is the channel of knowledge, and children have theinitiative of self-learning and the nature of freedom, he let the children learning bythemselves. Children learn life skills and abilities through the activities in real life.The fourth part is a central part of this thesis, including the main principles of activityteaching, the content of activity teaching, the course of activity teaching and teachers'responsibilities. On the basis of these four aspects, I analysis Rousseau's activity teachingideas comprehensively. On account of the full understanding of physical and psychologicalcharacteristics of children and their understanding ability, Rousseau advice that childrenshould exercise sensory and learn the knowledge of life. Teacher should mobilize children'sinitiative of learning during the process of teaching, and enable them to learn things duringthe process of discovering and solving problems. As the guide and facilitator, teacher should guide children at the right time.The fifth part is the conclusion part. The author believes that despite its historicallimitations, Rousseau's activity teaching thought is a great contribution to the futureeducation. It has the significance of turning the concept in the activity teaching history. Ithas an indelible effect in promoting the development of both theory and practice.