赫尔巴特主义

基本解释 (translations)

Herbartianism

与赫尔巴特主义相关的网络例句 [注：此内容来源于网络，仅供参考]

On the other hand, when it spread to Russia, it was received and extensively applied in schools by the autocratical Tsar's government.

当赫尔巴特学派的理论化、系统化的「学科」课程形态定型以后，往「东」传播到日本，正在推行国家主义和军国主义的政府如获至宝，全盘接受并迅即在全国推行。

Its germinate may trace back to Demokritos" and Epicurean hedonism of ancient Greek. It has passed through several stages. To 17 century"s Hobbes and Bacon and 18 centurys Locke, Claude Arien Helvetius, Holbach, Hume and Smith etc., utilitarianism is formed initially. As is well known, its mature statesmen are Bentham and Mill.

它的萌芽可以上溯到古希腊时期德谟克利特和伊壁鸠鲁的快乐主义学说；中间经历了若干个发展阶段，到17世纪的霍布斯、培根及18世纪以后的洛克、爱尔维修以及霍尔巴赫、休谟和斯密等人处，功利主义理论才初步形成；而它的集大成者，众所周知是英国思想家、经济学家边沁和密尔。

The fundamental difference between Bakhtin 's ideas about semiology and structuralism semiology with F.D. Saussure and U.M.Lotman as representative is: Bakhtin's semiology is built out of language system, while the latter's semiology is built within the system of language.

巴赫金的符号哲学与以索绪尔和洛特曼为代表的结构主义符号学不同，前者建立在语言体系之外，而后者则建立在语言体系之内。

From the perspective of theoretical research, the extreme orientation of both philosophy and psychology will lead to the contradiction and breaking of knowledge teaching and students' development. Consequently, the development of all the students to be human being would be lost. From the perspective of teaching practice, both the spoon-fed teaching and experience-constructive teaching, either controlling or indulging students, as a matter of fact, lead to the lost of cultivating students to be human being. Analyzing from the perspective of ideology, Herbart's "educational teaching", Dewey's "experience" curriculum and teaching ideology and constructivism make contributions to knowledge teaching. However, they have, constraints. If we cannot understand both their advantages and disadvantages but simply support or deny them, teaching research and practice will go to an extreme.

从理论研究上看，无论是哲学的极端趋向还是心理学的极端趋向，都会导致知识教学与学生发展的对立与断裂，最终是学生发展成人的总体失落；就教学实践看，无论是&独断一灌输式&教学还是&体验一建构式&教学，要么控制学生要么放纵学生，都在事实上引发了学生发展成人的总体失落；从思想认识上分析，赫尔巴特的&教育性教学&思想、杜威的&经验&课程与教学思想、建构主义理论都有其积极贡献，但也各有范围和条件，不能正确看待它们的理论长处和局限，单纯的推崇或简单的否定，都会致使教学研究与实践走向非此即彼的极端化立场。