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

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。

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 its 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 educational system,educational aim（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 it was still confined to the scope of textbooks of education history.From Germany to China,Herbart’s pedagogy went through many times 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‘watching the tides of Qiangtang Jiang’and the limited historical materials in understandable language.Chinese were also satisfied with the stick figure of Herbart’s pedagogy.