The national language education in the Meiji period and "Herbart's pedagogy"

结果表明，在积极引进“赫巴特教学法”的北海道教育中，赫巴特教学法迅速渗透到北海道教育界，特别是北海道师范学校，并一直持续到明治40年代。虽然学前语言教育中对“通过形成审美来培养人格”这一教育学的目的有一定的认同，但教育实践并没有在课堂上实施。此外，还明确指出，赫尔巴特的教育学直接影响了“语言艺术”的形成。

It was revealed that in the Hokkaido education which the "Herbart's pedagogy" had positively been introduced into, the Herbart's pedagogy rapidly permeated the Hokkaido educational community particularly the Hokkaido normal school, and the situation lasted until the 40's of the Meiji period. Although there were some approval in the preschool linguistic education for "the cultivation of personality by forming aesthetic judgment" which was the aim of the pedagogy, the educational practice was not implemented in the classroom. In addition, it was clearly indicated that Herbart's pedagogy directly affected the formation of "language arts".