The Role of Teachers’ Apperception in Herbart’s Theory for Chinese Teaching in Shenzhen Primary Schools of China

Abstract

This paper deeply analyzes the practical application of Herbart’s educational concept in contemporary education and teaching, especially its guiding significance to the primary school Chinese classroom in Shenzhen area. Herbart proposed that teachers should play a key role in students’ cognitive process, that is, help students better understand and master new knowledge by combining it with existing knowledge. The survey results show that although teachers have some understanding of Herbart’s educational philosophy, it is not widely used in the concrete teaching process. However, the study also shows that there is a positive relationship between Herbart’s theory and students’ academic performance, indicating that it plays an important role in improving students’ interest and engagement in learning. The research also reveals the differences between educational concepts and practices, as well as the uneven distribution of educational resources, and puts forward measures to alleviate these contradictions, such as strengthening teacher training, improving teaching methods, and emphasizing moral education. At the same time, the study also highlights the critical role of teachers in promoting knowledge integration, arousing learning enthusiasm, shaping students’ moral character, and promoting personal and professional growth.