herbart 中文意思是什麼

herbart 解釋
1. 赫巴特〈姓氏〉。
2. Johann Friedrich Herbart 約翰弗里德里克赫巴特〈1776-1841，德國哲學家，教育家〉。

  1. On herbart ' s education theory

    赫爾巴特的教育理論述評
  2. The difference of herbart ' s and dewey ' s education idea is researched from epistemology angle

    從認識論角度看赫爾巴特與杜威教育思想的分歧
  3. Johann friedrich herbart was a famous educationist of german from the end of the 18th century to the beginning of the 19th century

    赫爾巴特是18世紀末19世紀初德國著名的教育家。
  4. But many people think that herbart only advocated students to study for the future according to what the adult force them to do

    而很多人認為赫爾巴特只主張以成人的標準強迫學生為將來而學習。
  5. Second, about the study method, herbart advocated students to use freely all kinds of study methods. but many people think that herbart only asked students to memorize anything

    在學生的學習方法上，赫爾巴特提倡學生對多種學習方法的靈活運用，而很多人認為赫爾巴特只主張死記硬背。
  6. As an independent branch of learning in china, pedagogy initiated its establishment early in the 20th century deriving from the westem pedagogy mainly introducing the education theory of german herbart school into china through japan

    教育學在中國作為一門獨立的學科，是從20世紀初西方教育學主要是德國赫爾巴特學派教育學輸入以後才開始的。
  7. Fourth, about the aim of study, herbart further advocated students to study for the life and only in the life is there genuine study. but many people think that herbart only asked to inculcate students the book learning

    在學生學習的目的上，赫爾巴特進一步主張學生是為生活而學習，並且只有在生活當中才有真正的學習。而很多人認為赫爾巴特只主張向學生灌輸純粹的書本知識。
  8. Fifth, about the relation between the individual and the society, herbart advocated education to develop independently, but many people think herbart only asked education to develop people who are respectful and submissive according to what the government asks it to do

    在社會和個人的關繫上，赫爾巴特提出教育獨立論，認為只有教育獨立，學生才能真正地按照自己的意願學習。而很多人認為赫爾巴特只從社會性一面強調教育要為國家培養忠臣和順民。
  9. Sixth, about the founder of education, herbart suggested that students should not only rely on teachers and we should not confine them to school. so the whole society including family, school, community etc should participate in education as a founder. thus, herbart ' s thought about education broke the idea from comenius that the teacher is all - powerful. but many people think that herbart only emphasized " teach " but looked down on " study "

    在辦學主體上，赫爾巴特主張學生的學習不能只寄托在教師身上、學生的發展不能只局限在學校，這就打破了從誇美紐斯以來的「教師萬能論」 ，而很多人認為赫爾巴特只重「教」不重「學」 。
  10. This paper introduces the spreading process of herbart ' s thought about education in china, and from which it analyzes why herbart ' s view on students is misunderstood and criticized by educational circles in china. meanwhile, it displays all aspects of herbart ' s view on students according to herbart ' s original work. so that this paper ensures that herbart ' s view on students is really misunderstood by educational circles in china, from which this paper can not only clarifies this misunderstanding but also makes people understand the essence and the practical significance of herbart ' s view on students so that it can give spiritual support and practical foundation to our education

    所以本文通過介紹赫爾巴特整個教育思想在中國的傳播過程，以此分析赫爾巴特學生觀在中國教育界受到誤解和批判的原因，並基於赫爾巴特原著逐一展現其學生觀的表現，從而證明中國教育界對赫爾巴特的學生觀的確存在著很深的誤解。這樣不僅澄清了人們長期以來的誤解，而且可使人們更清楚地了解赫爾巴特學生觀的內涵及現實意義，從而為我們的教育事業提供精神支持和實踐依據。
  11. This article criticizes the theoretic basis of mechanism in perspective of student in comenius " " on the clock ", criticize the idea regarding students as learning machines, interrogates locke ' s idea that " the mind is like a piece of white paper, there no marks and ideas on it " deconstruct the absolute hegemony education to the students " development and teachers to students, criticizes kant ' s absolute ration and human nature ' s permanence, generalization, criticizes kant ' s idea that human is existing of rational animal, criticizes kant ' s educational claim that children absolute subject to ration, and criticizes herbart ' s theory that teachers is the center which is influenced by kant

    在文章中，批判了誇美紐斯「時鐘論」學生觀的理論基礎? ?機械論，批判了把學生看作「學習的機器」的觀點；對洛克的兒童心靈猶如「一張白紙，上面沒有任何記號，沒有任何觀念」的觀點進行了質疑，解構了教育對學生成長、教師對學生教育的絕對霸權；批判了康德的絕對理性以及人性的永恆性、普遍性，批判了康德的「人是理性動物的存在」的觀點，批判了康德「兒童絕對服從理性」的教育主張，並進一步批判了受康德影響的赫爾巴特的「教師中心論」 。
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