清末民初赫尔巴特教育学的中国面相

发布时间：2018-03-17 14:00

本文选题：清末民初　切入点：赫尔巴特　出处：《教育学报》2017年05期 　论文类型：期刊论文

【摘要】：赫尔巴特及赫尔巴特教育学派是伴随着师范教育的兴起来到中国的。清末民初,"赫尔巴特"有相对统一的译名后,国人对赫尔巴特教育学派有了学术派别的认识。国人认识赫尔巴特主要不是经由《教育世界》及教育世界社的引介,而是通过师范学校的教育学、教育史教科书。教育学侧重强调赫尔巴特的地位,对其观点则褒贬不一;教育史的介绍相对系统,大都按照"科学教育学的创始人——教育目的(五道念)——教育方法(管理、训育、教授)"的结构描摹赫尔巴特的学说。经历学习和积累后,国人逐渐接受并开始研究赫尔巴特的学说,但总体不脱教育史教科书的范围。从德国到中国,赫尔巴特教育学历经多次转化,最终浓缩在教科书中呈现给中国的面相只是"简笔画"。受"钱塘观潮"心态的影响,以及语言史料所限,国人亦满足于赫尔巴特教育学的简笔画状态。
[Abstract]:Herbart and Herbart Education School came to China with the rise of normal education. At the end of the Qing Dynasty and the beginning of the Republic of China, "Helbart" had a relatively unified translation. The Chinese people have had an academic understanding of the Helbat School of Education. They know that Helbart is not introduced by the World of Education and the World Education Society, but through the pedagogy of normal schools. History of Education textbooks. Pedagogy emphasizes Helbart's status, but its views are mixed. The introduction of educational history is relatively systematic, mostly in accordance with the "Founding of Scientific Pedagogy-Educational purpose" ("five thoughts on education"). After studying and accumulating, Chinese people gradually accepted and began to study Herbart's theory, but generally it did not go beyond the scope of educational history textbooks. From Germany to China, Herbart's educational qualifications were transformed many times, and the face presented to China in the textbooks was only "simple strokes." influenced by the mentality of "watching the tide in Qiantang" and limited by language historical data, Chinese are also satisfied with the simple stroke state of Herbart's pedagogy.
【作者单位】：山西大学教育科学学院;
【基金】：国家社会科学基金“十二五”规划2014年度一般课题“德国教育学在中国的传播和影响研究”(课题批准号BAA140015)的系列研究成果之一
【分类号】：G529

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