西方早期教师职业发展探究

【作者】 许苏；

【导师】 单中惠；

【作者基本信息】 华东师范大学 ， 教育史， 2003， 硕士

【摘要】 本文通过对从古希腊罗马到文艺复兴时期教师职业发展的史料分析，探究正规教师教育出现之前西方早期教师职业的发展状况。以职业教师关注的重心转移为主线，将古希腊罗马到文艺复兴时期的教师职业发展分为处于知识研究阶段的古希腊教师、转向教学方法研究阶段的古罗马教师、进行神学研究阶段的中世纪教师和注重教学对象研究阶段的人文主义教师四个阶段，并总结出了各时期教师职业发展的主要特征。 全文分为五部分。第一部分探究了处于知识研究阶段的古希腊教师。把教师的职业群体划分为收费的智者派教师和不收费的哲学派教师，并以普罗泰戈拉和古希腊三哲为个案分析了此阶段教师职业的总体特征。古希腊教师并未形成统一的职业群体，教学存在很大的随意性，教师对教材持排斥态度，其社会地位由于收费而得到改善，知识在教师职业的形成中扮演了不可或缺的角色。第二部分论述了转向教学方法研究阶段的古罗马教师。并对昆体良和他的《雄辩术原理》进行了个案研究，古罗马教师职业已经趋向形成统一的职业标准，教师职业活动有了初步的理论总结，并得到了国家的正式认可。第三部分叙述了进行神学研究阶段的中世纪教师，并以经院哲学家教师阿伯拉尔和托马斯·阿奎那为例分析了此阶段的教师特征，中世纪的教师职业严重的神学性，但也出现了人文主义的思想萌芽。第四部分研究了注重教学对象研究阶段的人文主义教师，并对维多利诺和马尔卡斯特进行了个案研究。人文主义教师职业的角色得到了拓展，不仅是知识的教导者，更是信仰的捍卫者，开始重视学生的主体性地位，并出现了教师教育的萌芽，提出建立特定教师培训机构的设想。最后在结语部分总结了西方早期教师职业的发展趋势及其特点，以及古代教师社会地位低下的历史根源。 对西方早期教师职业状况的探究，以及对教师职业发展阶段及其主要特征的分析，有利于更全面的认识西方早期教师职业的状况和发展趋势。其次，有利于从历史的角度更加深刻地认识正规教师教育产生和发展的历史背景，从而突破以往教师教育研究的范围。目前外国教育史学界对于西方早期教师职业发展尚缺乏系统的研究，因此本文的研究同时也促进了外国教育史的学科建设，在一定程度上弥补了对西方早期教师职业研究的不足。更多还原

【Abstract】 This article, by analyzing the historical material of teaching profession development from the ancient Greek and Roman period to Renaissance, explores the development condition of Western teaching profession before normal teacher education appeared. The author, focusing on the change of professional teachers’ attention, classifies the teaching development from the ancient Greek and Roman period to Renaissance into three phases: the phase of ancient Greek teachers, who paid attention to knowledge research, the phase of ancient Roman teachers, who paid attention to pedagogical research, the phase of medieval teachers, who paid attention to theological research and the phase of humanist teachers, who paid attention to teaching objects, and summarizes the main features of teaching profession development in each phase.This article falls into five parts. The first part distinguishes the school of the sophists, who accepted pupils’ money for teaching, and the school of philosophy, analyzing the general features of this phase by studying the cases of Protagoras and Three Greek Philosophers. The author argues that ancient Greek teachers did not form a united professional group, that there existed great arbitrariness in teaching, that teachers repulsed textbooks, that their social status was improved by being paid and that knowledge played an important role in the formation of the teaching profession. The second part studies ancient Roman teachers. The author, by analyzes the cases of Quintilianus and his work, draws the conclusion that the teaching profession had had the tendency of forming unified professional standards, that there appeared some theoretical summary of teacher’s professional activities, and that these activities were approved by the state. The third part studies medieval teachers. The author, analyzes the cases of scholastic teachers 桺ierre Abelard and Thomas Aquinas, deems that although medieval teaching profession embodied serious theology, it appeared humanism bud. The forth part studies humanist teachers of the forth phase. The author, after analyzing the cases of Vhtorino and Mulcaster, claims that teachers of this phase had their role expanded, that they were not only custodians of the moral of the young, but also defenders of the faith, that the subject position of students began to be attached importance, that there began to appear the shape of teachers education. The end of the article summarizes the development tendency and features of the Western teaching profession and analyzes the historical factors that caused ancient teachers’ low social status.The studies of the earlier western teaching professional condition, teaching profession development phases and their features facilitate understanding in a more comprehensive way earlier western teaching professional condition and development tendency, and understanding in a more profound way the historical background of the formation and development of formal teachers’ education, thus breaking the range of previous research in teachers’ education. Up to now the foreign educational history field of our country has not carried out systematic studies of the teaching profession conditions of earlier western societies; therefore, the study of this article helps to enhance the discipline construction of foreign educational history and, to some extent, adds to the research of earlier western teaching profession.更多还原