知識，傳承與教化——對中國古代尊師風(fēng)俗的解讀_17691.pdf

1、華東師范大學(xué)博士學(xué)位論文知識，傳承與教化——對中國古代尊師風(fēng)俗的解讀姓名：李世宏申請學(xué)位級別：博士專業(yè)：教育史指導(dǎo)教師：杜成憲20070401AbstractAsChineseproverbsays：“beateacherforonedaybeafatherforall1ife“TeachersbehagrespectedisthetraditionalChinesevirtuesanditisalsoarusticandnicemor

2、esthatbeingcontinuedforthousandsofyearsTheteacher’sbeingrespectedcustomunitesthesociallireofhumanbeingsandreflectstheeducativemannerswhichareidentifiedbysomeconllnuhitiesandsomegroups。anditistransmittedandinheritedbypeop

3、leIneducationalactivitiesneteacher’sbeingrespectedcustomisallunwriRenlawitcanruleone’smindandmannersanditisasoftcontrolwhichiscomparedwithlaws，governmentorders，etcithashugepowerofrestriction，andCallprovideapatternwhichis

4、acknowledgedbyusformakingacleardistinctionbetweenrightandwrongforeducativeactivities，ThePaDertriestostudytheteacher’sbeingrespectedcustominorderthatwecangrowonthechina’seducationInthefirstplace，thepaperembarksfromthecust

5、omitselfprobeintoitsvicissitudinoustrack，seeaboutitsprocessofforming，developingandevolving111erebyitcandrawtlleoutlineofevolvementandtraitabeuttheteacher’sbeingrespectedcuStomInthenextplacethePaperwillanalyzetherelations

6、hipamongtheinnerofChineseeducationsystemicallyAnditalseviewtheeffectwhichthecustomactsonoureducationactivitiesThenwecallenhancethecomprehensiononChina’seducationdevelopmentFinallywiththestudyonthecustomthetreatiseoftheci

7、vilizedactionwhichthecustombringsitcanprovideauseforreferenccfortheprogressofCuITentedbiz、Mththeaspectofdisquisitivemethodthearticlestandsbythehistoricaldialeeticandmatedalism，useanalyticalmethod，comparativelymethod，stat

8、isticalmethod，historicalliteraturemethodautopticalmethodThenitcanreflecttheevolvementofChineseteacher’sbeingrespectedcustomtherelationshipwithedbizTherefore，itwillopenoutthehistoricalandrealisticmeaningoftheteacher’sbein

9、grespectedcustominChineseancienttimesTheanterior7chaptersmainlydiscusstheevolvementoftheteacher’sbeingrespectedCUStominChineseanticnttimesItcontainstheoriginoftheteacher’sbeingrespectedcustom，periodChunqiuZhanguo，LiangHa

10、n，W毫iJin，SuiTang，YuanMingQingThe8chaptersumsuptheformer7chapters，andanalyzemoredeeplytheneducetheconclusionTheoutcomeindicatesthattheinformationwhichtransmiaedbytheteacher’sbeingrespectedcustomisabundantandtheeducational

11、problembeingreflectedisalsoprofoundIthasrealisticmeaningtothedevelopmentabouttoday’seducation。especailytothegroupofteachersFirst，teacher’SbeingrespecteddependsontheauspicethatourgovemmentgivesSecond，weshuoldimprovethetea

12、cher’sworkingconditions，increasethewagetreatment，andavoidthepolarizationamongtheinerofteacher’sgroupsTlirdweshouldlearnfromthecustom’sevolutiveprocess曲sorbitsexperienceandiearnitslessonThenwecanavoidthenotionofregardingt

13、heteacherashimself(herself)developmentandfiguringforbenefitFourth，theoriginalmeaningofthecustomliesintherespeetwhichcarlbeobtainedthrou曲teacher’shimselfparadigmaticfigureThustheteacher’sbeingrespectedreliesontheelevation