體驗區
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| 篇名 |
赫尔巴特教育学在中国的传播(1901-1904)
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| 並列篇名 |
The Introduction and Spread of Herbart’s Pedagogy in China (1901-1904)
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| 作者 |
张小丽
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| 中文摘要 |
1901-1904年，为赫尔巴特教育学传入中国的最初阶段。其间，中国学界对它的引入，至少有两个不同路径：学术著作的翻译和留日速成师范生的听课笔记。与之相对应，形户了两种类型的教育学文本：学术著作与讲义纂集。后者又呈现出一定的地域差异，如湖北和直隶对波多野贞之助讲授内容的不同取舍。这种特殊的历史际遇，成就了中国代现教育学在产生之初的特殊学科形象。
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| 英文摘要 |
Herbart’s pedagogy was first introduced into China during the years between 1901 and 1904. At that time, there were at least two different approaches in Chinese academia to introduce it: the translation of the academic works and the lecture notes of students who attended accelerated courses at the normal school in Japan. corresponding to that, two different texts of pedagogy came up: academic works and the collection of teaching materials. The latter showed certain regional differences, for example, selections from Hatano Sadano’s lecture contents in Hubei and Zhili were different. The special historic opportunity makes the special image of Modern Pedagogy of China at its emergence form.
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| 頁次 |
36-41
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| 關鍵詞 |
教育学史
、赫尔巴特教育学
、留日速成师范生
、教育学文本
、清末教育
、The history of pedagogy
、Herbart’s pedagogy
、Students who attended accelerated courses at the normal school in Japan
、Texts of pedagogy
、The education in end of the qing dynasty
、CSSCI
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| 卷期 |
2:5
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| 日期 |
200610
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| 刊名 |
教育學報
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| 出版單位 |
北京師範大學
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