摘要
赫尔巴特教育学由早期中国学者假道日本引进国内,迄今已有百余年的历史,深深地扎根在中国教育学的理论与实践之中,从教育学的研究主题、基本概念、教材编写框架到教育实践形态,无不受其影响。它之所以能够深深扎根于中国教育学和中国教育实践的土壤之中,不仅仅在于赫尔巴特教育学自身的科学性与系统性满足了当时中国教育急需一本系统科学的教育学指导,也在于当时国内教育事业发展的需求、日本学者的改造以及中国早期的教育学人对赫尔巴特教育学的传播与改造所做的努力。赫尔巴特教育学在中国扎根的事实,在一定程度上启发我们,某种教育理论能否扎根于中国文化,除了该教育理论的完善性、科学性和可操作性作为前提条件之外,其能够回应中国的现实需求、能够耦合于中国文化的内核是根本要件。
Since its first introduction into China through Japan by the early Chinese scholars, Herbart＇s pedagogy has had a history of one hundred years and has been deeply rooted in Chinese education theory and practice. Research topics, basic concepts, textbook compilation framework and educational practice form of pedagogy have all been affected by it. It has been deeply rooted in the soil of Chinese education theory and practice, not only because Herbart＇ s pedagogy was scientific and systematic which met the urgent need of Chinese education requiring a systematic and scientific book of pedagogy as the guidance at that time, but also because of domestic Chinese demands on educational development, Japanese scholars＇ innovation and early Chinese scholars＇ efforts to transform and spread pedagogy. The fact that Herbart＇s pedagogy has been rooted in China implies that whether an educational theory can be rooted in Chinese culture depends on the fundamental condition that it can respond to the practical needs of China and be integrated into Chinese culture besides the precondition that it is perfect, scientific and operational.
出处
《教育理论与实践》
CSSCI
北大核心
2018年第7期3-7,共5页
Theory and Practice of Education
