赫尔巴特运动在日本  

Herbart Movement in Japan

作　　者：陈露茜[1] 蔡一诺 Chen Luxi;Cai Yinuo(Faculty of Education of Beijing Normal University)

机构地区：[1]北京师范大学教育学部

出　　处：《教育史研究》2024年第1期88-102,共15页Educational History Studies

基　　金：北京师范大学教育学部双一流学科培优项目“全面实现教育现代化‘中国道路’的历史研究”(YLXKPYXSDW202203)。

摘　　要：日本赫尔巴特运动兴起于1887年,其发展大致经历了引入期、再造期与实践衰落期三个阶段。在引入期,日本的赫尔巴特运动经历了“帝国大学”与“高等师范学校”的双重路径,前者代表日本赫尔巴特运动的理论取向,后者代表实践取向。日本学者从体育、兴趣理论、道德理论等方面对赫尔巴特理论进行改造,并将民族主义融入对赫尔巴特理论的再诠释之中,从而使其适应日本国情与教育的需要,这代表着日本赫尔巴特运动进入再造期。进入20世纪,随着赫尔巴特学派理论在实践中出现僵化,以及西方新教育理论的引入,赫尔巴特运动进入全面衰落期。日本赫尔巴特运动本质上是一场日本教育的“近代化”与“西方化”运动,它在“转向西方”的社会观念与政治思潮的影响下,与明治中期日本政府的国家主义立场、效仿德国构建国民教育体制的需要,以及基于《教育敕语》实施道德教育产生了密切联系。Herbart Movement in Japan began in 1887 and it has gone through three basic historical stages of introduction period,reconstruction period,and practice and decline period.In introduction period,the movement took the dual path of Imperial University and Higher Normal School,while the former represented the theory orientation of the movement and the latter represents the practice orientation.In reconstruction period,Japanese scholars transformed Herbart's theories and integrated nationalism into the reinterpretation of the theories,thus adapting them to Japan's national situation and educational needs.In the 20th century,with the dogmatization of Herbart's theory in practice and the introduction of new Western educational theories,the movement entered a period of total decline.Herbart Movement in Japan was essentially a movement for the modernization and westernization of Japanese education.It was influenced by the social and political trend of turning to the West and was closely linked to the nationalist position of the mid-Meiji government and its desire to emulate Germany national educational system and the implementation of moral education based on Imperial Rescript on Education.

关 键 词：日本赫尔巴特运动 明治时期 教育近代化 

分 类 号：G40-09[文化科学—教育学原理]