Research on the Introducing-and Acceptance Process of the Pestalozzi's Method of Teaching Into Prussia During the Educational-Reform-Period(1808-1819).

1. 作为本研究的基础工作，我们将巴斯泰洛齐方法在普鲁士的引入过程分为1807年前后两个时期，以及一些从属时期。(1)在普鲁士改革之前，裴斯泰洛齐的方法是被接受的，除非它不反对后来的专制主义和社会职业地位秩序；(2)在改革时期，它是从反封建的角度来评估的，并被接受为发展人的能力，教育人类和国家的手段。对于改革时期对裴斯泰洛齐方法的评价，主要有以下几种观点：(1)将其视为人类和民族复兴的手段，尤其是德国人（费希特）；(2)将其视为人类道德、民族主义和职业培训的形成途径（费希特）。(3)美德与信仰的形成途径（L. Nicolovius），(4)培养人类独立能力的途径（W. v. Humboldt， J. W. Suvern），以及（5…More）重视教育自主性的观点（Humboldt）。1808年8月31日苏文的《原记》中，裴斯泰洛齐的方法第一次在整个教育体制改革中被评价和接受，被认为是为建立统一的、国家化的全民公共教育体系服务的原则。将裴斯泰洛齐的方法引入普鲁士的政策是：派遣学生到费弗滕的裴斯泰洛齐那里学习，邀请C. A.泽勒，在各省建立正规机构。(1) 3月5日的诏书和1809年3月15日的诏书决定了上述政策，从根本上说，这意味着小学教师教育制度的开始形成；(2)提出了教师教育的三个原则（完成普及基础教育，计划培训和在职培训）。(3)从正规制度到研修班制度的政策转换被认为是这三个原则的发展。少

1. As basic works of this research, we have divided the introducing process of the Pestalozzi's Method in Prussia into two periods before and after 1807, and some subordinate periods.2. (1) Before the Prussian reform, the Pestalozzi's Method was accepted, unless it was not opposed to later absolutism and social vocational-standing order, (2) during the reform-period it was estimated from the standpoint of anti-feudalism and accepted as the means to develop the human abilities, to educate humanity and the nation.3. Regarding the estimate of the Pestalozzi's method during the reform period, there were various viewpoints as follows, (1) regard it as the means of resuscitation of mankind and nation, especially of German (J. G. Fichte), (2) the way of formation of human morality, nationalism and vocational training (Frhr. vom Stein), (3) the way of formation of virture and faith (L. Nicolovius), (4) the way of cultivation of independent human abilities (W. v. Humboldt, J. W. Suvern), and (5 … More ) the viewpoint of attaching importance to autonomy of education (Humboldt).4. It was in Suvern's "Promemoria"dated Aug. 31, 1808, that the Pestalozzi's method was estimated and accepted in the reform of the whole educational system for the first time, and it was estimated as the principle, which should serve building up the unified and nationalized universal system of public education.5. Policies to introduce of the Pestalozzi's method into Prussia were developed as sending of students to Pestalozzi in Iferten, and invitation of C. A. Zeller and building up the normal-institution in every province. (1) The representation dated Mar. 5 and the Imperial ordinance Mar. 15, 1809, which decided the above mentioned policies, meant, fundmentally, the beginning of formation of the elemntary school teacher-education system, and (2) proposed three principles of teacher-education (completion of universal elementary-education, planned-training and on-the-job training). (3) The policy conversion from normal-institution to seminar-system is considered as the development of these three principles. Less