本文選題：文藝復(fù)興 + 人文主義�。� 參考：《華中師范大學(xué)》2008年碩士論文

【摘要】： 文藝復(fù)興是歐洲歷史上一個(gè)非常重大的事件,也是歐洲歷史上一次大規(guī)模的思想和文化解放運(yùn)動(dòng),它是歐洲新興資產(chǎn)階級(jí)繼承、借鑒和利用古希臘、古羅馬的古典文化,在意識(shí)形態(tài)領(lǐng)域里對(duì)封建主義和宗教神學(xué)發(fā)動(dòng)的一場(chǎng)革命。這場(chǎng)革命,有利于破除近千年的封建思想意識(shí)和宗教神學(xué)觀念對(duì)人們的束縛,是一次偉大的思想解放運(yùn)動(dòng)。它使歐洲的科學(xué)和文化出現(xiàn)了前所未有的繁榮。正如恩格斯指出的,這是“人類沒有經(jīng)歷過的最偉大的進(jìn)步的變革”。文藝復(fù)興時(shí)期一些偉大的人文主義者和教育家積極宣傳人文主義,建立新的教育,這對(duì)于促進(jìn)文藝復(fù)興運(yùn)動(dòng)的開展起了非常積極的作用。本文側(cè)重從人文主義教育的角度研究文藝復(fù)興時(shí)期的教師。 其中本文共分五個(gè)部分: 第一部分主要介紹文藝復(fù)興時(shí)期的社會(huì)狀況及其指導(dǎo)思想。本部分主要簡述了文藝復(fù)興時(shí)期的社會(huì)狀況,包括政治、經(jīng)濟(jì)、文化等內(nèi)容。同時(shí)本部分還介紹了文藝復(fù)興時(shí)期的指導(dǎo)思想——人文主義以及人文主義教育等方面的內(nèi)容。 第二部分主要介紹文藝復(fù)興前期的教師。主要包括古代和中世紀(jì)的教師問題回顧、文藝復(fù)興前期的教育狀況和各種教育機(jī)構(gòu)中的教師等方面的內(nèi)容。在論述各種教育機(jī)構(gòu)中的教師時(shí),主要論述了初等和中等教育中的教師和大學(xué)中的教師。 第三部分主要介紹文藝復(fù)興后期的教師。主要包括文藝復(fù)興后期的教育狀況、各種教育機(jī)構(gòu)中的教師。論述各種教育機(jī)構(gòu)中的教師時(shí),主要選取初等和中等教育機(jī)構(gòu)中的教師以及大學(xué)中的教師為論述對(duì)象。 第四部分主要介紹人文主義教育家的教師觀。主要選取了伊拉斯謨、拉伯雷、馬爾卡斯特、蒙田四位著名的人文主義教育家為研究對(duì)象,詳細(xì)分析了他們有關(guān)教師的論述。 第五部分主要是關(guān)于文藝復(fù)興時(shí)期教師問題上的歷史進(jìn)步。本部分力圖在對(duì)文藝復(fù)興時(shí)期的教師進(jìn)行詳細(xì)論述的基礎(chǔ)上總結(jié)歸納他們的歷史進(jìn)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.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2008
【分類號(hào)】：G451.1

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 夏輝;從婦女受教育的情況看文藝復(fù)興的階級(jí)性[D];中央民族大學(xué);2010年

2 杜冰川;14-17世紀(jì)西方紳士教育思想研究[D];南京師范大學(xué);2012年

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本文編號(hào)：2026836