清末民初(1901-1915)教学论教材研究概述  

A Survey of the Research on Teaching Materials between 1901 and 1915

作　　者：肖菊梅[1] 

机构地区：[1]浙江大学教育学院

出　　处：《教师教育学报》2015年第6期72-79,共8页Journal of Teacher Education

基　　金：国家社会科学基金项目“中国近代教育学术史研究”(BAA050010),项目负责人:肖朗

摘　　要：清末民初,为适应国内新式学堂及师范学校教学之需,赫尔巴特教学论教材经由日本传入中国.国人在译介教材的过程中,全面模仿赫尔巴特教学论教材体系的结构和内容来编写本国教学论教材,主要表现为教材数量上的“繁荣”和教材类型的“多样性”.该时期我国教学论教材呈现出以下主要特征：受赫尔巴特“五段形式教学法”影响;重教材、教法,缺乏对课程的关注;学科教学论初现及初步确定近代教学论学科发展内容.In the late Qing Dynasty and early period of the Republic of China(from 1901 to 1915),course books of teaching methodology by Johann Friedrich Herbart were introduced to China through Japan to meet China's demand of teaching in the new schools and teachers'college.In translating and introducing these course books,some course books were also compiled following Herbert's structures and contents,resulting in a boom in terms of the number and the diversity in terms of types.In this period,the course books of teaching methodology are characterized by the influence of Herbert's'Five Formal Steps'model,a focus on bourse books and teaching methods,a neglect of courses,and the emergence and preliminary establishment of the discipline of modern teaching methodology.

关 键 词：赫尔巴特 教学论 教材 教学形式阶段 清末民初 

分 类 号：G40-09[文化科学—教育学原理]