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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2018.9
- 수록면
- 29 - 57 (29page)
- DOI
- 10.29323/mchina.2018.9.79.29
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초록· 키워드
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In this article I have surveyed how Herartianism which was named after Johann Friedrich Herbart, a German scholar and once had great influence around the world, was adapted in China between the period of late Qing and Minguo period.
Herartianism set up the foundation of the education as a social science based on the ethics and psychology. They aimed at the bildung of moral human and suggested the pedagogical method of steps considering the psychological development of students. The systematic method of instruction contributed to the reform of education in German, and helped German to be powerful state. With the development of German, Herartianism gradually involved the characteristic of statism
The wave of Herartianism arrived in East Asia. Japan regarded German as the model of modernization. Meiji government paid attention to the rapid development of German. They thought the key of leap was the power of education reform, so naturally accepted the Herartianism of German. But they thought morality of Herartianism as the patriotism for emperor and government. Tomeri Tanimoto(谷本富) made much contribution of the acceptance and diffusion of Harbartism, especially in the field of teacher’s education.
Chinese students who learned in Japan accepted Herartianism. Kohunkakuin(宏文學院) which was established by the request of Qing dynasty and the reply of Meiji government was one of the route where Herartianism was studied by the help of Japanese instructors. On the other hand, many books dealing with Herartianism were imported from Japan to China. The work of translating into Chinese was made and introduced in many books and magazines. Jiayushijie(敎育世界) was the representative of introducing Herartianism. A good deal of the works was accomplished by Wangguowei(王國維). Herartianism had great influence on the Chinese education. But statism in it was more strengthened in China.
Herartianism set up the foundation of the education as a social science based on the ethics and psychology. They aimed at the bildung of moral human and suggested the pedagogical method of steps considering the psychological development of students. The systematic method of instruction contributed to the reform of education in German, and helped German to be powerful state. With the development of German, Herartianism gradually involved the characteristic of statism
The wave of Herartianism arrived in East Asia. Japan regarded German as the model of modernization. Meiji government paid attention to the rapid development of German. They thought the key of leap was the power of education reform, so naturally accepted the Herartianism of German. But they thought morality of Herartianism as the patriotism for emperor and government. Tomeri Tanimoto(谷本富) made much contribution of the acceptance and diffusion of Harbartism, especially in the field of teacher’s education.
Chinese students who learned in Japan accepted Herartianism. Kohunkakuin(宏文學院) which was established by the request of Qing dynasty and the reply of Meiji government was one of the route where Herartianism was studied by the help of Japanese instructors. On the other hand, many books dealing with Herartianism were imported from Japan to China. The work of translating into Chinese was made and introduced in many books and magazines. Jiayushijie(敎育世界) was the representative of introducing Herartianism. A good deal of the works was accomplished by Wangguowei(王國維). Herartianism had great influence on the Chinese education. But statism in it was more strengthened in China.
목차
Ⅰ. 문제의 제기
Ⅱ. 헤르바르트학파 이론의 형성
Ⅲ. 헤르바르트학파 이론의 수용 경로
Ⅳ. 수용된 헤르바르트학파 이론의 내용
Ⅴ. 헤르바르트학파 이론의 확산
Ⅵ. 맺음말
참고문헌
〈Abstract〉
참고문헌 (47)
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UCI(KEPA) : I410-ECN-0101-2018-912-003573106