论赫尔巴特教育学的方法论特征

On the Methodological Features of Herbarfs Pedagogy

赫尔巴特的教育学是建立在他的心理学基础之上的,他一生的主要工作就是致力于“统觉”这一概念在教育上的运用。他试图在“目的——过程——方法”这一思维模式下构建起具有三维结构性质的教育学理论;他的教育学是一种以“目的”为逻辑起点的教育学,由“基础理论”、“教学论”、“训育论”和“学校管理论”四部分构成。赫尔巴特建构了一个被后人竞相模仿和因袭的完整的理论教育学体系,为教育学找到了科学基础,试图将教育学研究置于较严格的科学条件和实践基础上。在方法论意义上,我国教育理论界从赫尔巴特的教育学中可以获得两方面的启示:研究教育必须整合多种研究方法,借鉴其他学科的优势来解决教育中的问题;教育研究者的自身素质是决定其个人在教育研究这条道路上走多远的基本条件。

To have an accurate understanding of Herbart's pedagogy, it is of necessity to study its times features, philosophic basis, scientific belief and innovative spirit. Herbart's pedagogy is based on its psychology and his whole life was devoted to the application of the concept 'apperception' in education. He intended to build up his pedagogic theory of three-dimensional structure according to the 'objective-process-method' mode of thinking. With the 'objective' as its logic starting point, Herbart's pedagogy consists of four parts - 'basic theory', 'instructional theory','training theory' and 'school management theory'. Herbart successfully constructed his pedagogic system, which was imitated and followed by others, and found scientific basis for pedagogy. In the sense of methodology, Chinese educationists can be enlightened by Herbart's pedagogy in the following two aspects: In the study of education, different methods should be integrated for solving problems by taking advantage of other disciplines. The competence of an educational researcher decides the depth and achievements of his or her study.