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改革之间的内在联系，来阐明近代学校的历史渊源。1.世纪末，普鲁士出现了两次教学方法和教育方法的改革浪潮，即哲学派和彼斯塔洛齐派。世纪初以来，随着对贝尔-兰开斯特体系的接触和接受，教育方法的自觉改革开始发展，而教育方法的自觉改革又必然伴随着学校制度的改革。本文通过对L.纳托普湾吉拉德、埃克恩福德的师范学校和早期的A.迪斯特韦格2.一些直接照明的点如下。(1)贝尔-兰卡斯特系统首先被肯定为“学科实践系统”，（2）现代学校系统是内置引擎的自动驾驶装置，（3）有两种潮流，一种潮流将贝尔-兰卡斯特系统视为互动教学法的谱系，另一种潮流将其理解为“互动学校系统”，而不是作为一种教学法，（4）设计了课程和学生的“分类”，并开始制定“成绩等级制度”，（5）现代学校的性质是“教育的方法论”，（6）与流行的观点相反，教室，学校班级和同步教学的直接根源不是贝尔-兰开斯特系统。3.以学校制度为德育主体的德育理论是新形成的。4.同时也表明，在对“教育关系”和学校制度动力机制的理解上，存在着学科实践体系之外的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.