Theory And Its Applications Naturalistic Education

Dewey said what education needs is a child with complete physical and mental healthto get a more complete development of the individual to leave the school. The stuation is:From Mongolian traditional rote learning to today’s method to strengthen the knowledge,and skills, China ’s primary education and Western medieval education and even themodern primary education are much the same. Naturalism advocated education shouldfollow the child’s physical and mental development, respect for children’s interests andprogressive teaching, which aims to develop children into a healthy person, rather than thesmall sages. Naturalism educators point out all the disadvantages of teaching poignantly,relying on the background of moral education in our elementary school history and reality.This paper will use the results of educational learning theory of naturalism, seeking moreoperational methods from naturalistic moral teaching practice, and strive to guide ourprimary moral education (morality and life, morality and society) in a more microscopicway.The first part is the general idea of the naturalistic theory of education, especially indetailing several educators in the content and methods of moral teaching; then the successof Beijing Nichinichi school and educational status of Summerhill School in England willbe used to demonstration the value of naturalistic education in practical level. Althoughnaturalistic education flourished in the eighteenth century, two centuries ago, it is stillvaluable in today’s educational world, which is worth thinking about. In the second part,based on the contents and methods of moral teaching, problems in our primary schools willbe analyzed, especially the problems in moral lesson teaching. Finally, according to thetheory of naturalism education and practice in the UK Summer Hill, the thesis aims to usemore natural methods of moral teaching to achieve the results of the comprehensivedevelopment of children. The past research on naturalistic education rarely connectedactual cases with the theoretical guidance of moral teaching, so the author only follow thisidea, trying to put forward her own views on the level of teaching practice, hoping to get more guidance from scholars and thus expand the future study.