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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。

True to the universal watchword of pedagogic masters through the ages, Herbart relied heartily on the assumption that education's primary purpose is to make men good and thereby happy.

正如历代教育工作者所遵循的格言一样,赫尔巴特也真诚地相信,教育的最重要目的,就是要把人变得善良,从而快乐。

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。

At a time when the study of the human psyche was largely a matter of guesswork, especially of those master guessers, the metaphysicians and divine scientists, Herbart tried to inject a measure of exactness into the subject by putting it on a mathematical basis.

当一段时间里,对于人的心理学研究大多、尤其是在形而上学的科学家和神学家那里被沦为猜测的时候,赫尔巴特力图从数学的基础上给这个学科一个精确的尺度。

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。

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随着死亡的吉他手Schuldiner接受主唱的职务,乐队在现实中树立了重要的影响。

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