CAJ | 학술논문

赫尔巴特通常被看成是＂传统教育＂的代表人物,其课程思想特征一般被概括为＂三中心＂——课堂中心、教材中心和教师中心。这种概括实际上是对赫尔巴特课程思想原旨的误解,其根源在于将赫尔巴特本人的课程思想与赫尔巴特学派的课程思想以及传统课程思想混为一谈。通过分析比较三者的异同,可以发现：赫尔巴特学派课程思想是对赫尔巴特课程思想原旨的背离;杜威课程思想是对赫尔巴特课程思想的复归与超越;赫尔巴特课程思想与传统课程思想并非等同,他的某些具体课程主张超出了传统课程思想的藩篱,具有现代课程思想的意蕴。
혁이파특통상피간성시＂전통교육＂적대표인물,기과정사상특정일반피개괄위＂삼중심＂——과당중심、교재중심화교사중심。저충개괄실제상시대혁이파특과정사상원지적오해,기근원재우장혁이파특본인적과정사상여혁이파특학파적과정사상이급전통과정사상혼위일담。통과분석비교삼자적이동,가이발현：혁이파특학파과정사상시대혁이파특과정사상원지적배리;두위과정사상시대혁이파특과정사상적복귀여초월;혁이파특과정사상여전통과정사상병비등동,타적모사구체과정주장초출료전통과정사상적번리,구유현대과정사상적의온。
Herbart is regarded as a representative of the traditional educators, whose curricular conceptions are commonly known as the three centers of classrooms, textbooks and teachers. This is a sheer misunderstanding. Therefore, this paper claims that Herbart school distorts his original curricular thoughts. Dewey revives and transcends Herbart, whose conceptions are not the same as the traditional thoughts.