文艺复兴时期的教师问题研究

发布时间：2018-06-16 13:17

本文选题：文艺复兴 + 人文主义　；参考：《华中师范大学》2008年硕士论文

【摘要】： 文艺复兴是欧洲历史上一个非常重大的事件,也是欧洲历史上一次大规模的思想和文化解放运动,它是欧洲新兴资产阶级继承、借鉴和利用古希腊、古罗马的古典文化,在意识形态领域里对封建主义和宗教神学发动的一场革命。这场革命,有利于破除近千年的封建思想意识和宗教神学观念对人们的束缚,是一次伟大的思想解放运动。它使欧洲的科学和文化出现了前所未有的繁荣。正如恩格斯指出的,这是“人类没有经历过的最伟大的进步的变革”。文艺复兴时期一些伟大的人文主义者和教育家积极宣传人文主义,建立新的教育,这对于促进文艺复兴运动的开展起了非常积极的作用。本文侧重从人文主义教育的角度研究文艺复兴时期的教师。其中本文共分五个部分: 第一部分主要介绍文艺复兴时期的社会状况及其指导思想。本部分主要简述了文艺复兴时期的社会状况,包括政治、经济、文化等内容。同时本部分还介绍了文艺复兴时期的指导思想——人文主义以及人文主义教育等方面的内容。第二部分主要介绍文艺复兴前期的教师。主要包括古代和中世纪的教师问题回顾、文艺复兴前期的教育状况和各种教育机构中的教师等方面的内容。在论述各种教育机构中的教师时,主要论述了初等和中等教育中的教师和大学中的教师。第三部分主要介绍文艺复兴后期的教师。主要包括文艺复兴后期的教育状况、各种教育机构中的教师。论述各种教育机构中的教师时,主要选取初等和中等教育机构中的教师以及大学中的教师为论述对象。第四部分主要介绍人文主义教育家的教师观。主要选取了伊拉斯谟、拉伯雷、马尔卡斯特、蒙田四位著名的人文主义教育家为研究对象,详细分析了他们有关教师的论述。第五部分主要是关于文艺复兴时期教师问题上的历史进步。本部分力图在对文艺复兴时期的教师进行详细论述的基础上总结归纳他们的历史进步性。
[Abstract]:The Renaissance is a very important event in the history of Europe and a large-scale ideological and cultural liberation movement in the history of Europe. It is inherited by the new European bourgeoisie and used for reference and utilization of the classical culture of ancient Greece and Rome. A revolution in ideology against feudalism and religious theology. This revolution is conducive to breaking the shackles of feudal ideology and religious theology of nearly a thousand years, and is a great ideological liberation movement. It brought unprecedented prosperity to science and culture in Europe. As Engels points out, this is "the greatest progressive change that mankind has ever experienced." Some great humanists and educators during the Renaissance actively propagated humanism and set up new education, which played a very positive role in promoting the development of the Renaissance Movement. This paper focuses on the study of Renaissance teachers from the perspective of humanism education. This paper is divided into five parts: the first part mainly introduces the social situation of Renaissance and its guiding ideology. This part mainly introduces the social situation of Renaissance, including politics, economy, culture and so on. At the same time, this part also introduces the guiding ideology of Renaissance-humanism and humanism education. The second part mainly introduces the teachers in the early Renaissance. It mainly includes the review of ancient and medieval teachers, the educational situation in the early Renaissance and the teachers in various educational institutions. In the discussion of teachers in various educational institutions, teachers in primary and secondary education and teachers in universities are mainly discussed. The third part mainly introduces the teachers of the late Renaissance. Mainly including the late Renaissance education situation, various educational institutions in the teachers. When discussing teachers in various educational institutions, teachers in primary and secondary education institutions and teachers in universities are chosen as the object of discussion. The fourth part mainly introduces humanism educationist's view of teacher. Four famous humanist educators, Erasmus, Labre, Marcaster and Montaigne, are selected as the research objects, and their dissertations on teachers are analyzed in detail. The fifth part is mainly about the historical progress of the Renaissance teachers. This part tries to sum up the historical progress of Renaissance teachers on the basis of their detailed exposition.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G451.1

【引证文献】