清末赫尔巴特训育观的引入及其当代启示  

The Introduction of Herbart's Concept of Discipline in the Late Qing Dynasty and Its Enlightenment to Contemporary Education

作　　者：牛君霞 余子侠[2] NIU Junxia;YU Zixia(Faculty of Education,Sichuan Normal University,Chengdu 610066;School of Education,Central China Normal University,Wuhan 430079)

机构地区：[1]四川师范大学教育科学学院,成都610066 [2]华中师范大学教育学院,武汉430079

出　　处：《教育研究与实验》2024年第4期139-148,共10页Educational Research and Experiment

基　　金：四川省哲学社会科学青年基金项目“近代四川师范院校师范生师德培养体系建设研究(1897-1949)”(SCJJ23ND483)的研究成果。

摘　　要：赫尔巴特训育主旨是通过对学生道德自主、自治心的培养,使学生具备真正的道德意志,摆脱外物对自身的不利影响,能够在选择之中达到自由,并始终一贯地坚持下去,接近于道德自律。清末学堂学生行为考核方法、考核标准借取赫氏训育方法与标准,由于受中国传统师道及其时政治的影响,相关规定甚细甚严;而江苏师范学堂却能注意到学生自治力的培育。从目前学生的品行培养来看,道德意志是学生品行建构的根本,实践交往是学生品行培养的要方。此外,地方视角的教育经验在改革中不可轻视。The primary objective of Herbart's discipline is to foster students'moral autonomy and independence,enabling them to possess genuine moral volition,overcome the negative influence of external factors,exercise freedom in decision-making,and consistently adhere to it,akin to moral selfdiscipline.During the late Qing China,assessment methods and standards for student behavior were borrowed from Herbart's discipline approaches;however,due to the influence of the traditional Chinese teacher's way and its current politics,the relevant regulations were exceedingly detailed and stringent.Nevertheless,Jiangsu Normal School prioritizes the cultivation of student self-governance.From a contemporary perspective on character development among students,moral volition serves as the bedrock for their ethical construction while practical communication stands as a pivotal means for nurturing students'character.Furthermore,one should not underestimate the significance of local educational experiences in the reform.

关 键 词：赫尔巴特 训育 训育观 道德教育 

分 类 号：K252[历史地理—历史学] G651[历史地理—中国史]