赫尔巴特学派教育理论在华传播及影响.pdfVIP

摘 要 17 世纪，东亚的中日两国不约而同地实行“闭关锁国”政策。其结果是固 步自封，与世隔绝，导致国势每况愈下。然而随着 19 世纪西方列强的入侵，两 国的历史发展轨迹却截然不同。 甲午战争失败后，天朝大国的有识之士痛定思痛，开始把目光投向日本， 励精图治振兴教育。此时在日本教育界风行的是来自欧陆的赫尔巴特学派教育理 论。通过中国学生留日和日本学者来华教学等途径，该理论被成功地引入中国， 并得以广泛传播。它极大地打开了国人的眼界，不仅促进了五段教学法在中国的 推广与应用，而且激发了国人自编教育学教材的热情，对近代中国教育理论和实 践产生了深远的影响。 关键词：赫尔巴特学派，教育理论，传播途径，影响 Abstract In the 17th century, both China and Japan adopted the “closed -door” policy, which resulted in the rare care and understanding of the outside world and the national recession. However, in the 19th century, with the invasion of the Western imperialist powers, the two countries had different results. After the failure of the Sino-Japanese War, some Chinese elites proposed learning from Japan. At the same time, Herbart School educational theory was very popular in Japan. With the help of the students who studied in Japan and the Japanese who taught in China, Herbart School educational theory was successfully introduced to China and got widely spread. Herbart School educational theory is not only to promote“five formal steps” in China, but also to inspire the enthusiasm of writing education materials, it has a profound impact on the modern educational theory and practice in China. Key Words: Herbart School, Education theory, spreading means influence 目 录 前 言 1 一、赫尔巴特学派教育理论传入的时代背景 6 （一） 日本惊醒中觉醒 6 （二） 中国睡梦中惊醒 8 二、赫尔巴特学派教育理论在华传播的途径 11 （一） 清末的留日学生 11 （二） 来华的日本教习 13 （三） 译介的教育学书籍 15 三、赫尔巴特学派教育理论对近代中国的影响 23 （一