摘要
先秦儒家倡导尊师,其主张的"师"与"天"、"地"、"君"、"亲"并尊之说,对后世影响甚大。到了唐代,现实的教师状态成为有识之士反思的课题,韩愈的《师说》首开风气,故而可视之为一分水岭,古代师说也因之可分为前后两期。两期师说的核心议题,乃是师道问题。师道并非对举"师德",而是师资文化,属"教"—"道"—"师"三位一体的价值取向,具体可分为治国的"尊师之道"、学子的"求师之道"以及师者的"为师之道"。三者的权重有别,"尊师之道"最重,"求师之道"次之,"为师之道"又次之。
Confucian in Pre-Qin period advocated the respect for teachers, just following the respect for the ＂heaven＂, ＂earth＂, ＂emperor＂ and ＂parents＂, which had a great influence in the later times. To Tang Dynasty, the real conditions of teachers were reflected by some persons of insight, first of whom was Han Yu with an essay, named ＂Shishuo＂. According to that, ＂Shishuo＂ in ancient China could be divided into two periods, the core issue of both was ＂Shidao＂. As the crucial theme of the culture of qualified teachers, ＂Shidao＂ was made up of a triple value of ＂education＂, ＂dao＂ and ＂teacher＂, rather than the mere referent of teachers＂ morality. To be specific, it consists of three parts. If ranked in descending order of importance, they were the doctrine of respecting teachers as a nation, of seeking teachers as a student and of being qualified teachers.
出处
《教育研究》
CSSCI
北大核心
2015年第9期129-137,145,共10页
Educational Research
关键词
师资文化
师说
师道
尊师之道
求师之道
为师之道
the culture of qualified teachers, ＂Shishuo＂, ＂Shidao＂, the doctrine of respecting teachers, the doctrine of seeking teachers, the doctrine of being qualified teachers
