梅贻琦与传统师道
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摘要
我国传统师道在尊师之道、为师之道和求师之道三个方面形成了独特的文化,塑造了尊师重教的社会氛围。著名教育家的梅贻琦熟谙传统文化,留学异域名校,对传统师道进行了创造性的再造和阐发。他从学校管理的角度提出了尊重教师"大师论",提倡教授治校,为尊师之道提供了制度保障。他吸收儒家典籍的智慧,提出"善诱"与"善喻"两个"启发式"教学模式,为为师之道指明了路径。他提出了与师同游的"从游论",发掘了传统教育重视情感和意志教育的优势,革新了现代教育偏于知识教育一隅的弊病,拓展了从师之道的内涵。
The Chinese traditional teachers' moral formed a unique culture in three aspects: the way of respecting teachers,the way of being a teacher,and the way of seeking after a teacher,and shaped the social atmosphere of respecting a teacher. As a famous educator,Mei Yiqi was very familiar with the Chinese traditional culture and had studied abroad,so he reconstructed and elucidated the traditional teachers' moral. From the perspective of school management,he raised the "Master Theory"of respecting teachers,advocated university management by professors,which provided institutional guarantee for the way of respecting teachers. He absorbed the wisdom of Confucian classics,and put forward two "heuristic"teaching modes of "being good at guidance"and "being good at using metaphors",indicating a direction of being a teacher. He also raised"Example-Following Theory"of following the teachers,discovered the traditional education 's advantage of attaching great importance to emotion and volition education,innovated the malady of modern education-bias to knowledge education,and expanded the connotation of being a teacher.
The Chinese traditional teachers' moral formed a unique culture in three aspects: the way of respecting teachers,the way of being a teacher,and the way of seeking after a teacher,and shaped the social atmosphere of respecting a teacher. As a famous educator,Mei Yiqi was very familiar with the Chinese traditional culture and had studied abroad,so he reconstructed and elucidated the traditional teachers' moral. From the perspective of school management,he raised the "Master Theory"of respecting teachers,advocated university management by professors,which provided institutional guarantee for the way of respecting teachers. He absorbed the wisdom of Confucian classics,and put forward two "heuristic"teaching modes of "being good at guidance"and "being good at using metaphors",indicating a direction of being a teacher. He also raised"Example-Following Theory"of following the teachers,discovered the traditional education 's advantage of attaching great importance to emotion and volition education,innovated the malady of modern education-bias to knowledge education,and expanded the connotation of being a teacher.
引文
[1](汉)郑玄注,(唐)孔颖达疏,龚抗云整理,王文锦审定.礼记·正义[M].北京:北京大学出版社,1999.
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[10]刘文典.梅校长任职廿五年纪念题名录序[M]//黄延复,马相武.梅贻琦与清华大学.太原:山西教育出版社,1995:190.
[11]黄伟.西南联大时期刘文典解聘事件再思考[J].西南石油大学学报(社会科学版),2013(6).
[12]梅贻琦.大学一解[M]//黄延复,马相武.梅贻琦与清华大学.太原:山西教育出版社,1995.
[13](宋)朱熹.四书章句集注[M].北京:中华书局,2011:92.
[14]钱德洪.阳明先生年谱一[M]//吴光.王阳明全集.杭州:浙江古籍出版社,2011:1242.
[15]梅贻琦.教授的责任[M]//中国的大学.北京:北京理工大学出版社,2012:17-18.
[16]叶圣陶.教育与人生――叶圣陶教育论著选读[M].上海:上海教育出版社,2004:90-92.
[2]梁启雄.荀子简释[M].北京:中华书局,1983.
[3](宋)范晔撰,(唐)李贤等注.后汉书[M].北京:中华书局,1965:2572.
[4]黄宗羲.黄宗羲全集(10)[M].杭州:浙江古籍出版社,2005:666-667.
[5]韩咏华.同甘共苦四十年---记我所了解的梅贻琦[M]//黄延复,马相武.梅贻琦与清华大学.太原:山西教育出版社,1995:277.
[6]蒋纯焦.一个阶层的消失---晚清以降的塾师研究[D].华东师范大学博士学位论文,2006:9-20.
[7]刘大鹏遗,乔志强标注.退想斋日记[M].太原:山西人民出版社,1990:59.
[8]梅贻琦.就职演说[M]//梅贻琦.梅贻琦自述.合肥:安徽文艺出版社,2013:11-14.
[9]郑天挺.梅贻琦先生和西南联大[M]//黄延复,马相武.梅贻琦与清华大学.太原:山西教育出版社,1995:163.
[10]刘文典.梅校长任职廿五年纪念题名录序[M]//黄延复,马相武.梅贻琦与清华大学.太原:山西教育出版社,1995:190.
[11]黄伟.西南联大时期刘文典解聘事件再思考[J].西南石油大学学报(社会科学版),2013(6).
[12]梅贻琦.大学一解[M]//黄延复,马相武.梅贻琦与清华大学.太原:山西教育出版社,1995.
[13](宋)朱熹.四书章句集注[M].北京:中华书局,2011:92.
[14]钱德洪.阳明先生年谱一[M]//吴光.王阳明全集.杭州:浙江古籍出版社,2011:1242.
[15]梅贻琦.教授的责任[M]//中国的大学.北京:北京理工大学出版社,2012:17-18.
[16]叶圣陶.教育与人生――叶圣陶教育论著选读[M].上海:上海教育出版社,2004:90-92.