赫尔巴特教育学在中国：一个跨越世纪的回望

Herbart’s Pedagogy in China: a Review of the Study in the Past Century

20世纪初，赫尔巴特及其学派教育学导入中国。特定的导入动机、导入路径和导入时机，使得我们在学习赫尔巴特教育学方面埋下了诸多的「先天不足」。1919年以后，中国学习别国教育主潮几经更迭，先是杜威的实验主义教育学，后是苏联的凯洛夫教育学，由于缺乏对后二次学习与先前一次之间内在关联性的发现，学习杜威、学习凯洛夫成了变相批判赫尔巴特的过程，遂又导致对赫尔巴特甚至对整个教育学理的学习都流于表层而无法深入。

Herbart’s Pedagogy was introduced into China in the early 20th century. Due to the special motive， the ways and the time to introduce the pedagogy， we are congenitally deficient in learning Herbart’s Pedagogy. China has concentrated on several foreign pedagogy one after another since 1919. We first followed Dewey’s empiricism pedagogy， and then shifted to Soviet I. a， Kairov’s. Because we pay little attention to the interrelation between them， learning Dewey’s and I. A. Kairov’s pedagogy has become the process of criticizing Herbart’s pedagogy， which makes the learning of Herbart’s Pedagogy or even the whole educational pedagogy superficial and hard to go further.