清末民初赫尔巴特教育学的中国面相

The Facet of Herbart's Pedagogy in Late Qing Dynasty and Early Republic of China

Herbart and Herbart?s pedagogy was introduced to China along with the upsurge of teacher education. Herbart? s pedagogy had been known as an academic school since Herbart got most agreed translation in China. Chinese people knew Herbart through the pedagogy taught in normal schools and the textbooks of education history rather than through introduction by Education World and Education World Press. Pedagogy laid ts emphasis on Herbart?s status， but passed different judgments on his views. Educational history systematically illustrated Herbart?s theory in the order of the founder of scientific educa- tional system， educational am (five moral ideas)， and educational method (school management theory， cultivating theory， and instructional theory). After being studied and accumulated， Herbart?s theory was gradually accepted and researched， but t was stil confined to the scope of textbooks of education history. From Germany to China， Herbart?s pedagogy went through many tmes of Transformation and finally was condensed as a stick figure in in Chinese textbook. The stick figure of Herbart?s pedagogy was affected by the psychological status of Svatching the tides of Qiangtang Jiang' and the Hmited historical materials in understandable language. Chinese were also satisfied with the stick figure of Herbart?s pedagogy.