赫尔巴特研究的德国经验与启示——迪特里希·本纳(Dietrich Benner)教授访谈录  

Experience and Inspiration from German Herbart-Studies——An Interview with Professor Dietrich Benner

作　　者：林凌 彭韬 迪特里希·本纳 LIN Ling;PENG Tao;Dietrich Benner(College of Teacher Education,Zhejiang Normal University,Jinhua,321004,China;The Institute of International and Comparative Education,East China Normal University,Shanghai,200062,China;不详)

机构地区：[1]浙江师范大学教师教育学院,金华321004 [2]华东师范大学教育学部国际与比较教育研究所,上海200062 [3]德国柏林洪堡大学

出　　处：《全球教育展望》2020年第11期3-20,共18页Global Education

基　　金：浙江省哲学社会科学规划青年课题“赫尔巴特在中国:世纪回望与理论重建”(项目编号:20NDQN263YB)的阶段性研究成果。

摘　　要：赫尔巴特教育理论自20世纪初传入中国以来,虽历经盛衰更迭,却依旧是当代教育基本理论研究以及课程与教学基本理论研究的重要内容。关于赫尔巴特的教育与教学思想的考察,既不是单纯的思想史探索,也不是单纯的去蔽工作,而是要将其纳入教育问题史,以便探勘人类教育思想与行动的发展与演进脉络。就此而言,教育问题史的考察方式对于赫尔巴特研究(乃至所有教育学经典研究)而言具有不容忽视的重要作用。在此视角下,赫尔巴特研究中的具体议题亦将呈现出新的视野。诸如贴在赫尔巴特及其教育学身上的"传统"标签、赫尔巴特为教育学奠定了伦理学和心理学的科学基础等常见观点也将在问题史的视角下重新得到反思。Since its introduction to China in the early 20 th century,Herbart’s theory of education has undergone changes,but it still plays an important role in the basic theoretical research of education and curriculum and instruction.The study of Herbart’s educational and teaching theory is neither a simple exploration of the history of thoughts nor a simple deconstruction work,but to integrate them into the educational problem history in order to explore the development and evolution of educational thoughts and actions of the human.In this regard,the study method of problem history plays an important role in the Herbart-study(and even all classic studies of pedagogy).From this perspective,the specific topics of Herbart-study will take on a new perspective.Some common views that Herbart’s pedagogy is"traditional,"and Herbart laid the scientific foundation from ethics and psychology for pedagogy,will also be reconsidered from the perspective of problem history.

关 键 词：赫尔巴特 问题史 传统与现代 教育科学 

分 类 号：G40-09[文化科学—教育学原理]