Research On The Acceptance Of German Pedagogical Works In China

The development of Chinese pedagogy is inseparable from the acceptance of German pedagogical works.This paper attempts to make a comprehensive and systematic study on this issue,including the following four aspects:Firstly,the course of acceptance of German pedagogical works in China.The acceptance of German pedagogical works in China develops with the changes of the times,which is a dynamic process.This process of acceptance is not only based on the historical development background of China,but also closely related to the development logic of German pedagogy.The acceptance of German pedagogical works in China can be divided into four stages: the first stage(1901-1916),the second stage(1917-1948),the third stage(1949-1977)and the fourth stage(1978-present).At different stages,German pedagogical works show different characteristics in acceptance environment,content and mode in China.Secondly,the specific acceptance of representative works of German pedagogy in China.Kant's “On Pedagogy”,Herbart's “General Pedagogy”,Raj's “Experimental Pedagogy” and Benner's “General Pedagogy” are representative works of German pedagogy.The historical background of the translation and introduction of these four German pedagogical works constitutes the premise of acceptance.On the basis of the premise of acceptance,the recipient accepts the works from different perspectives based on the content of the works.The perspective of acceptance of Kant's “On Pedagogy” mainly includes educational purposes and values,child care,physical and intellectual education and moral education;the perspective of acceptance of Herbart's “General Pedagogy” includes moral education,child management,pedagogical teaching and training;the perspective of acceptance of Raj's “Experimental Pedagogy” includes experimental pedagogy and experimental research;the perspective of acceptance of Benner's “General Pedagogy” includes the basic principles of educationalthought and action,and the action theory of systematic education science.The acceptance preconditions and perspectives of the four representative works are different,forming different acceptance values.Thirdly,the influence of German pedagogical works on China's acceptance.The acceptance of German pedagogical works in China has not only exerted an important influence on the development of Chinese pedagogy,improved the subject system of pedagogy,enriched the contents of pedagogical research,and diversified the methods of pedagogical research in acceptance.It also provides a theoretical perspective for China's educational reform,provides ideas for China's teacher education and provides theoretical resources for teaching practice in China.Last but not least,reflections on the acceptance of German pedagogical works in China.The acceptance of German educational works in China has the following four enlightenments: acceptance based on local educational practice;acceptance based on cultural exchanges between China and foreign countries;multi-exploration of educators and their works;cultural filtering in the process of criticism and reflection.