教学论视野下赫尔巴特《普通教育学》的范畴简析  

A Brief Analysis of the Categories in J.F.Herbart's General Pedagogy in the Horizon of Teaching Theory

作　　者：刘梅珍[1] LIU Mei-zhen(School of Humanities,Jinggangshan University,Ji'an 343009,China)

机构地区：[1]井冈山大学人文学院，江西 吉安 343009

出　　处：《井冈山大学学报（社会科学版）》2018年第1期95-102,共8页Journal of Jinggangshan University(Social Sciences)

基　　金：江西省高校教改项目"认知学徒制视野下的中文高师生教学实践能力培养研究"(项目编号:JXJG-14-9-30)

摘　　要：赫尔巴特的《普通教育学》以实践哲学与观念心理学为理论基础,观念心理学为其知识观提供了充分的心理学支撑与认识论基础。其《普通教育学》中的教学思想基于以观念心理学为基础的客观主义知识观,通过理性的"逻辑推断"来构建其范畴:以"统觉"为起始范畴,以"教育性教学"为核心范畴,而实现终结范畴即培养"德性"的"教学目的"范畴;中介范畴包括"多方面兴趣"的"教学内容"、基于"观念运动历程"的"四阶段""教学过程"和促进观念形成的"教学方法 "等范畴。综合来看,其《普通教育学》的范畴体系具有以下三方面特征:一是强调教学的"德性";二是追求科学化体系的"可操作性";三是突显范畴建构的思辨演绎思维。J.F.herbart's Allgemeine P?dagogik is theoretically based on practical philosophy and conceptual psychology which provides psychological support and epistemological framework for his conception of knowledge.In his thoughts of teaching as illustrated in Allgemeine P?dagogik,the categories are established through rational"logical deduction"on basis of objectivist conception of knowledge.He takes apperception as the initial category,"pedagogical teaching"as the core category",and cultivation of"virtue"as the ultimate category,i,e,the category of"teaching aims".Besides,he states intermediate categories including"teaching contents"of"diverse interests","four-step""teaching process"based on"course of conception movements"and"teaching methods"to promoting the formation of conceptions.Generally,the category system in Herbart's Allgemeine P?dagogik is featured in three aspects:emphasis of the"virtue"of teaching,pursuit of the"maneuverability"of a scientific system,and emphasis on speculative deductive patterns of establishing categories.

关 键 词：《普通教育学》 知识观 范畴逻辑 范畴体系 范畴特征 

分 类 号：G420[文化科学—课程与教学论]