赫尔巴特课程思想的再解读:一种比较分析的视角

发布时间：2018-03-25 00:37

本文选题：赫尔巴特　切入点：赫尔巴特学派　出处：《河北师范大学学报(教育科学版)》2012年02期

【摘要】：赫尔巴特通常被看成是"传统教育"的代表人物,其课程思想特征一般被概括为"三中心"——课堂中心、教材中心和教师中心。这种概括实际上是对赫尔巴特课程思想原旨的误解,其根源在于将赫尔巴特本人的课程思想与赫尔巴特学派的课程思想以及传统课程思想混为一谈。通过分析比较三者的异同,可以发现:赫尔巴特学派课程思想是对赫尔巴特课程思想原旨的背离;杜威课程思想是对赫尔巴特课程思想的复归与超越;赫尔巴特课程思想与传统课程思想并非等同,他的某些具体课程主张超出了传统课程思想的藩篱,具有现代课程思想的意蕴。
[Abstract]:Herbart is usually seen as a representative of the traditional education, the course of ideological characteristics are generally summed up as "three centers" - class center, teaching center and teacher center. This generalization of Herbart is actually the original purpose of course of ideological misunderstanding, its root lies in the ideological confused Herbart's curriculum thoughts and Herbart school curriculum the thought and the traditional course. Through the analysis of similarities and differences between the three can be found: the Herbart school curriculum idea is to deviate from the original purpose of the curriculum thought of Herbart; Dewey thought course is returning and Transcending of Herbart's curriculum theory; curriculum thought of Herbart thought is not equal with the traditional curriculum, some of his specific courses that go beyond the traditional curriculum ideas the barriers with the idea of modern curriculum.

【作者单位】：华东师范大学课程与教学研究所;
【基金】：全国教育科学规划教育部青年专项课题(EZA070248)
【分类号】：G423

【共引文献】