巴尔特

At the same time, Herbart School educational theory was very popular in Japan.

此时在日本教育界风行的是来自欧陆的赫尔巴特学派教育理论。

The term virtue," Herbart observed,"expresses the whole purpose of education.

赫尔巴特说：&美德这个词，体现了教育的整个目标。&

More perceptive than his prexleceseor, Herbart undertook to rid psychology of its rickety assumption④.

比他的前辈更具有洞察力的是，赫尔巴特开始摆脱心理学中那些证据不足的猜想。

Herbart attempted to balance between 'obey authority' and 'follow nature', and put forward the theory of government .

赫尔巴特力求平衡&服从权威&和&崇尚自然&两种教育倾向，从而提出管理论。

Nothing like Herbart's FormalSteps ⑥ had ever been dreamed of before, and so their very novelty brought them to notice.

在赫尔巴特之前，像他所提出的&阶段教学法&，人们似乎连想都没有想过，然而正是因为它的新奇，它广为人知。

Herbart emphasized that morality is the maximal target in school education. He advocated that moral education should be carried out by way of teaching various related courses. One can find great value of illumination in his ideas of instructive teaching and educational instruction in dealing with moral education and curriculum improvement nowadays in our country.

赫尔巴特强调道德是学校教育的最高目标，主张通过各门课程知识的教学来进行道德教育，其教育性教学和教学性教育的思想对今天我国的道德教育以及课程教学的改革具有重要的启发价值。

Herbart also thinks that the educators should have sufficient knowledge, quality and capacity.

提炼出赫尔巴特教育思想具有注重陶冶心灵，尊重学生个性，主张培。。。

Finally, it was Herbart who, in his quest for a sound educational theory as scientific as time and circumstance would let him make it, instituted a model school which served him and his associates as a laboratory in which they could put their doetrines to the trial of classroom practice, and in which they could direct and observe the progress of their panting student teachers.

最后，还是赫尔巴特，为了获得将教育理论作为科学来进行研究的时间和环境，他建立了一所示范学校，为他和他的同事提供了一个实验室，便得他们能够将自己的理论运用到课堂实践当中去，在这里，他们可以直接地观察他们的充满热望的教师和学生。

There were two trends of the development of the "branched" curriculum after Herbart and Herbartists had made it theoretical and systematical. On one hand, it spread east to Japan and the Japanese government, which was carrying out Nationalism and Militarism, and treated it as if finding a treasure, and practiced it all over the country.

中国大陆中小学现行的「学科」课程形态，是在中国古代「原始」课程到「艺术」课程传统的基础上，通过 20 世纪分别从日本和前苏联引进西方课程而逐步形成的，其渊源是中国古代形成的传统「艺术」课程和 19 世纪德国赫尔巴特学派建构的「学科」课程。

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。

And Pharaoh spoke to Joseph, saying, Your father and your brothers have come to you.

47：5 法老对约瑟说，你父亲和你弟兄们到你这里来了。

Additionally, the approximate flattening of surface strip using lines linking midpoints on perpendicular lines between geodesic curves and the unconditional extreme value method are discussed.

提出了用测地线方程、曲面上两点间短程线来计算膜结构曲面测地线的方法，同时，采用测地线间垂线的中点连线和用无约束极值法进行空间条状曲面近似展开的分析。