| 1. | On herbart ' s education theory
赫尔巴特的教育理论述评 |
| 2. | The difference of herbart ' s and dewey ' s education idea is researched from epistemology angle
从认识论角度看赫尔巴特与杜威教育思想的分歧 |
| 3. | Johann friedrich herbart was a famous educationist of german from the end of the 18th century to the beginning of the 19th century
赫尔巴特是18世纪末19世纪初德国著名的教育家。 |
| 4. | Second , about the study method , herbart advocated students to use freely all kinds of study methods . but many people think that herbart only asked students to memorize anything
在学生的学习方法上，赫尔巴特提倡学生对多种学习方法的灵活运用，而很多人认为赫尔巴特只主张死记硬背。 |
| 5. | As an independent branch of learning in china , pedagogy initiated its establishment early in the 20th century deriving from the westem pedagogy mainly introducing the education theory of german herbart school into china through japan
教育学在中国作为一门独立的学科，是从20世纪初西方教育学主要是德国赫尔巴特学派教育学输入以后才开始的。 |
| 6. | Fourth , about the aim of study , herbart further advocated students to study for the life and only in the life is there genuine study . but many people think that herbart only asked to inculcate students the book learning
在学生学习的目的上，赫尔巴特进一步主张学生是为生活而学习，并且只有在生活当中才有真正的学习。而很多人认为赫尔巴特只主张向学生灌输纯粹的书本知识。 |
| 7. | Fifth , about the relation between the individual and the society , herbart advocated education to develop independently , but many people think herbart only asked education to develop people who are respectful and submissive according to what the government asks it to do
在社会和个人的关系上，赫尔巴特提出教育独立论，认为只有教育独立，学生才能真正地按照自己的意愿学习。而很多人认为赫尔巴特只从社会性一面强调教育要为国家培养忠臣和顺民。 |
| 8. | Sixth , about the founder of education , herbart suggested that students should not only rely on teachers and we should not confine them to school . so the whole society including family , school , community etc should participate in education as a founder . thus , herbart ' s thought about education broke the idea from comenius that the teacher is all - powerful . but many people think that herbart only emphasized " teach " but looked down on " study "
在办学主体上，赫尔巴特主张学生的学习不能只寄托在教师身上、学生的发展不能只局限在学校，这就打破了从夸美纽斯以来的“教师万能论” ，而很多人认为赫尔巴特只重“教”不重“学” 。 |
| 9. | This paper introduces the spreading process of herbart ' s thought about education in china , and from which it analyzes why herbart ' s view on students is misunderstood and criticized by educational circles in china . meanwhile , it displays all aspects of herbart ' s view on students according to herbart ' s original work . so that this paper ensures that herbart ' s view on students is really misunderstood by educational circles in china , from which this paper can not only clarifies this misunderstanding but also makes people understand the essence and the practical significance of herbart ' s view on students so that it can give spiritual support and practical foundation to our education
所以本文通过介绍赫尔巴特整个教育思想在中国的传播过程，以此分析赫尔巴特学生观在中国教育界受到误解和批判的原因，并基于赫尔巴特原著逐一展现其学生观的表现，从而证明中国教育界对赫尔巴特的学生观的确存在着很深的误解。这样不仅澄清了人们长期以来的误解，而且可使人们更清楚地了解赫尔巴特学生观的内涵及现实意义，从而为我们的教育事业提供精神支持和实践依据。 |
