The main characteristics of the development of German primary schools in this period are the development of German schools, the strengthening of school management by the state, the introduction of compulsory education and the improvement of teaching contents and methods.
During the Reformation in Germany, Martin Luther translated the Bible into German, and wrote a short version and a detailed version of Two Questions and Answers, which made German gradually become the language of religious education in Germany. Therefore, most primary schools in Protestant areas use German as the teaching medium, and then German schools gradually appear, some of which belong to local educational institutions and some are private.
From17th century to18th century, the rulers of German vassal states hoped to cultivate loyal subjects and soldiers through education in order to expand their power and compete for hegemony, so they attached great importance to national education. Many principalities promulgated compulsory education laws long ago, transferring the management right of schools, especially primary schools, from the church to the state. This is a major feature of German primary education.
The compulsory education law first appeared in the second half of16th century. 1559, the principality of wittingburg and the principality of Saxony promulgated compulsory education laws. 16 19 The school regulations promulgated by Weimar Principality require boys and girls aged 6 to 12 to go to school all year round, and stipulate that they should not miss a day except holidays. 1763, Frederick II of Prussia promulgated the Regulations on Ordinary Schools, stipulating that parents must send their children aged 5 to 13 or 14 to school, and children who are absent from class will be fined. The regulations also stipulate the sources and use of various school funds. But from the specific situation, it is not ideal. After 30 years of war, Germany is in a state of poverty and backwardness. Due to economic difficulties, parents are not active, many contents of school rules have not been seriously implemented, school funds are short, and infrastructure is poor. What is particularly striking is that teachers generally have no formal training. Many rural teachers are priests or industrialists, most of them are tailors and shoemakers, and some are disabled soldiers. These people are poor in knowledge and can only teach simple reading and writing, and at most some simple arithmetic. Teaching methods are torture and rote memorization. The teaching contents in primary schools are mostly reading, writing, religious education and singing. Gradually increase some knowledge of arithmetic, natural science and history.
2. Middle school
Liberal arts secondary schools17th century to18th century The main type of German secondary schools is liberal arts secondary schools. It recruits the richest children of urban aristocrats and emerging bourgeoisie, trains officials and sends new students to universities. The teaching contents of liberal arts middle schools are mainly Latin and Greek, and then some modern Chinese and mathematics, natural science, history and geography are gradually added. The teaching of new subjects pays attention to objects and applications.
Due to the development of industry and commerce and the needs of urban life, the developing emerging bourgeoisie demands the establishment of a middle school that pays attention to imparting practical knowledge. From 65438 to 0708, Schiller, Vice Bishop of Haller College, founded the Middle School of Mathematics, Mechanics and Economics. The school teaches mathematics, physics, mechanics, nature, astronomy, geography, law, drawing and drawing, and widely uses visual AIDS such as painting, scientific charts, specimens and models in teaching methods. This is a new middle school with both general education and vocational education. Under the influence of this school, many towns have set up similar schools.
Practical middle schools exclude the pure classicism tendency of liberal arts middle schools and require teaching practical knowledge necessary for real life and national economic departments. Teaching methods also meet the needs of social development. The emergence of practical middle schools at that time was a progressive phenomenon in the history of education.
3. Knights College
From the end of16th century to the beginning of17th century, a special school-Knight College appeared in Germany. It aims to train young nobles, including princes, to hold civil and military positions in court. Knights College gradually disappeared in19th century.
Knight College provides elegant modern education for new noble students. In the school curriculum, modern language and natural science occupy the primary position, and theology and knight training courses are offered at the same time. Knight College does not advocate specializing in any knowledge, but requires expanding knowledge, helping students master the world and improving their military ability and court communication ability. The Knight Academy that appeared in this period is different from the knight education in the Middle Ages, and it has the nature of modern education and utilitarian purpose. The courses offered by Knight College, such as physical education, modern Chinese and natural science, will become the compulsory contents of German middle schools in the future.
4. Higher education
German universities came into being before the Renaissance. By the15th century, there were nine ancient universities. From the end of 17 to the beginning of 18, some new universities were established in the new university movement, such as Haller University (1694) and University of G? ttingen (1737).
Haller University is the cornerstone of Prussia's revitalization and enjoys a high reputation in Germany and even Europe. Haller University takes freedom of thought and freedom of teaching as its basic principles, attaches importance to the teaching of modern philosophy and science, and adopts German in university teaching. The characteristics of Haller University have influenced the development of higher education in Germany. /kloc-at the end of 0/8, German universities reversed the religious theology and classicism of established universities to varying degrees.