FORMATION OF THE MODERN SCHOOL-SYSTEM AND REFORM OF THE DUCATIONAL-METHOD IN PRUSSIAN GERMANY

本研究的目的是通过厘清近代学校制度的形成与教育方法的变革之间的内在联系，来阐明近代学校的历史原始形态。1. 在18世纪末的普鲁士，Philanthoropinismus和pestalozziismus的两股浪潮都在进行教学和教育方法的改革，从19世纪初开始，随着贝尔-兰开斯特体系的接触和接受的势头，开始有意识地进行教育方法的改革，这必然会改革学校制度。通过对纳托普、吉拉德、埃克恩福德的师范学校和早期的迪斯特韦格对贝尔-兰开斯特体系的接受和批评的考察，我们对现代学校的人物有所了解。一些直接说明的要点如下。(1) Bell-Lancaster系统最重要的是积极赞赏“discipline-practice系统”,(2)现代学校制度的自动驾驶装置是一个内置的引擎,(3)有两个潮汐,一潮appprehended Bell-Lancaster系统共同的血统教学方法,其他潮流逮捕作为共同的学校系统,而不是作为一个教学方法,(4)设计课程和学生的“分类”,(5)现代学校的性质是“教育的方法化”；(6)与普遍的看法相反，教室、学校班级和同时教学的直接根源并不是贝尔-兰开斯特制。将学校制度确立为德育主体的德育理论就此形成。4. 根据对“教育关系”和学制的驱动机制的理解，也说明了在学科-实践体系之外存在另一种学校形象的可能性。

The aim of this research is to explicate historically original forms of the modern school through to make clear internal relations between formation of the modern school-sytem and reform of the educational-method. 1. In Prussia, at the end of the 18th century, two tides of the Philanthoropinismus and of the Pestalozzianismus were engaged in reforming of the teaching- and educational method, since the beginning of the 19th century, with the momentum of contact with and reception of the Bell-Lancaster System, it bigan to develop conscious reforms of the educational-method, which were bound to reform of the school system. We have thrown modern school figures into relief through investigation of reception and criticism of the Bell-Lancaster System by L. Natorp, G. Girard, the normal school in Eckernforde and erarly A. Diesterweg. 2. Some directly illuminated points are as follows. (1) The Bell-Lancaster System were above all positively appreciated as the 'discipline-practice system' , (2) the modern school-system is the automatic driving device with a built-in engine, (3) there were two tides, one tide appprehended the Bell-Lancaster System as a pedigree of the mutual teaching method, the other tide apprehended it as the 'mutual school system' , not as a teaching method, (4) it was devised the 'classification' of lessons and of schoolchildren, and the 'rank system of achievement' was begun to be made, (5) the property of the modern school is the 'methodization of education' , (6) contrary to the popular opinion, the direct root of class room, school class and simultaneous teach was not the Bell-Lancaster System. 3. The moral education theory, that set up the school-sytem as the subject of moral education, was newly formed. 4. It is also made clear, there was a possibility of the another school image beyond the discipline-practice system according how the 'educational relation' and the driving engine of school-system are apprehended.