赫尔巴特的

基本解释 (translations)

Herbartian

与赫尔巴特的相关的网络例句 [注：此内容来源于网络，仅供参考]

No matter which kind of mode, by the teaching purpose, teaching program, function way, four respects of teaching environment make up . From the inspiration of the combination of learning and thinking and enlightening of Confucius, to the thought " midwife skill " of Socrates, from " Esthesia—Memory—Understand ---Judge" of J.A.Comenius to "Klarheit— Assoziation— System— Method "of J.F.

不论何种模式，均由教学目的、教学程序、作用方式、教学环境四方面组成，从孔子的学思结合，启发诱导思想到苏格拉底的"产婆术"，从夸美纽斯的感知—记忆—理解—判断到赫尔巴特的明了—联合—系统—方法，从凯洛夫的六环节教学模式到现代各种教学模式，对地理教学均有理论指导意义和实践意义。

With Pestalozzi's notion that good teaching and learning could proceed only when they rested on a psychological foundation, Herhart was in hearty accord. But Pestalozzi's blithe acceptance of the existence of mental faculties, each one an entity performing its function apart from the others③, Herbart could not take.

赫尔巴特十分同意裴斯泰洛齐的认为好的教学和学习只能在心理基础上予以落实的观点，但是裴斯泰洛齐十分轻松地就予以相信的精神才能原本存在、并且认为每一个个体都是一个完整的整体、他们具有与其他人完全不同的能力的观点，赫尔巴特却并不同意。

More ambitious and permanent was the Hampstead school of the King Alfred Society, opened in 1897 to give practical expression to the 'best theories of education extant', particularly those of 'Pestalozzi, Froebel, Herbart, Herbert Spencer, Louis Compton Miall, and others working on similar lines'.

更多雄心勃勃的和永久的汉普斯特德学校国王阿尔弗雷德学会，于1897年开放，以实际体现的'最佳理论教育现存'，特别是那些'裴斯泰洛齐，福禄贝尔，赫尔巴特，斯宾塞，路易康普顿迈阿尔，和其他从事类似线路。

Herbart's theory of government still sheds light on our educational reform today .

赫尔巴特的学生观对当今的教育改革有警示作用。

J*F*Herbart's theory of apperception , J*Dewey's theory of experience and C*R*Rogers' theory of ego once promoted the development of instruction theory, but in the new century, there should be the new growing point for the development of the modern instructional theory.

赫尔巴特的统觉论、杜威的经验论以及罗杰斯的自我论等都曾促进了教学论的发展。在新的世纪，现代教学论的发展需要寻找新的生长点。

Pedagogue though he was⑧,whose overrlding concern lay in the realm of educational theory, it was Herbart, nevertheless, who conceived the hope of studying education as a science.

尽管他是一位教育学家，在教育学领域中叱咤风云，但是，赫尔巴特的愿望是：让教育研究成为一门科学。

So education theory has to as well as should give an answer to this humanity issue on the base of history and reality in sense of discipline.On the base of many research concerning hypothesis of humanity, this thesis find out the lack of study education theory internally and systematically. So I takes Herbart education and Dewey education as examples, one is the represent of the beginning of education as a discipline, the other is an important sign of the transformation in the development of education theory.

在借鉴教育学界内外有关人性假设研究相关成果的基础上，本论文发现教育学内部系统研究的缺失，尝试以教育学理论构建的两大代表：学科的创建之&源&，即赫尔巴特的教育学，与改造之&流&，尤其是具有转型性意义的&大拐弯&式改造，即杜威的教育学为研究范例，从中探寻教育学学科特有的人性假设，它的基本内涵及其与教育学理论构建之间的关系。

So education theory has to as well as should give an answer to this humanity issue on the base of history and reality in sense of discipline.On the base of many research concerning hypothesis of humanity, thi s thesis find out the lack of study education theory internally and systematically. So I takes Herbart education and Dewey education as examples, one is the represent of the beginning of education as a discipline, the other is an important sign of the transformation in the development of education theory.

在借鉴教育学界内外有关人性假设研究相关成果的基础上，本论文发现教育学内部系统研究的缺失，尝试以教育学理论构建的两大代表：学科的创建之&源&，即赫尔巴特的教育学，与改造之&流&，尤其是具有转型性意义的&大拐弯&式改造，即杜威的教育学为研究范例，从中探寻教育学学科特有的人性假设，它的基本内涵及其与教育学理论构建之间的关系。

Overseas, it mainly analyses Friedrich Froedel\'s thought of teaching games, Herbart \'s thought of interest teaching, Dewey \'s thought of activity teaching, Jim Rogers\' thought of human oriented teaching, Georgi Lozanov \'s thought of suggestopedia.

在国外，主要分析了福禄倍尔的教学游戏思想、赫尔巴特的兴趣教学思想、杜威的活动教学思想、罗杰斯的人本教学思想、洛扎诺夫的暗示教学思想。

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。

与赫尔巴特的相关的网络解释 [注：此内容来源于网络，仅供参考]

Auerbach：奥尔巴赫

独具慧眼的凯尔特人队主教练"红衣主"奥尔巴赫(Auerbach)用埃德-麦考利(Ed Macauley)和克利夫-哈根(Cliff Hagan)换走鹰队选中的新秀拉塞尔. 1957年,鹰队与拥有拉塞尔的凯尔特人队在总决赛中相遇...

banach space：巴拿赫空间

在这里,完备的空间有特殊的名称:完备的赋范空间叫巴拿 赫空间(Banach space),完备的内积空间叫希尔伯特空间(Hilbert space). 2. 在有限维空间中空间和它的对偶空间的是完全同构的,而在无限维空间中,它们存 在微妙的差别. 3.

Project curriculum：设计课程

美国的注重儿童的直接经验,以儿童的需求为中心的经验型统合课程,就有批判赫尔巴特学派的性质,形成了统合课程(IntegratedCurriculum)、经验课程(Experience Curriculum)、设计课程(Project Curriculum)等等.

Dardanus：达尔达诺斯

阿尔基奥涅及塞拉伊诺给波塞冬诱奸,最大的女儿玛亚替宙斯诞下了赫耳墨斯,并且成为阿卡斯(Arcas)的后母,埃勒克特拉替宙斯生下特洛伊的建城者达尔达诺斯(Dardanus),泰莱塔替宙斯生下斯巴达的建城者拉塞达埃蒙(Lacedaemon),

Darmstadt：(达姆斯达特)

例如,海尔布隆市(Heilbronn)的检察机关每年要处理五到七起这类案件;巴特克罗伊茨纳赫的检察机关也将多个案例通知给了达姆斯达特(Darmstadt)和维尔茨堡(Würzburg)的同事,他们也展开了相应的大规模调查.

chabutra：查布特拉(露台、晒台)

查布克琐瓦尔(负责马饰的人)chabuksowar | 查布特拉(露台、晒台)chabutra | 查尔-巴格赫(四分花园)Char-Bagh,Chahar-Bagh

Anderlecht：安德莱赫特队

而在欧洲赛场上,初次登陆欧洲冠军联赛的曼联首战便创下了迄今为止欧洲冠军联赛最悬殊的比分,主场10:0狂扫比利时的安德莱赫特队(Anderlecht). 曼联接下来击败了德国的多特蒙特队(Dortmund)和西班牙的毕尔巴鄂竞技队(Bilbao Athletic),

Anderlecht：比利时的安德莱赫特

比利时的安德莱赫特(anderlecht)被欧洲足联罚款2万瑞士法郎,土耳其的费内尔巴赫杰(fenerbahce)被罚8000法郎. 两队支持者在8月29日举行的比赛尾声,互相抛掷物件,造成混乱.

Whitehead：怀特海

我们谈到了柏拉图和阿赫那顿法老(Akhenaton)、<<比利.巴德>>(Billy Budd美国大作家<<白鲸>>作者赫尔曼.麦尔维尔去世后出版的中篇小说)和<<现代世界中的科学>>(怀特海(Whitehead)是他的思想界的英雄).

Herbart：赫尔巴特

他回到格丁根去完成他的数学学业并准备取得博士学位.他在格丁根大学又念了三个学期,他听哲学课并且非常有兴趣地上W.韦伯(Weber)的实验物理课.他热衷于研究J.F.赫尔巴特(Herbart)的哲学结果,并在1850年得出结论:"能够建立起一套完备的、周密的数学理论,