中国教师职业地位渊源与当今地位提高之再审视  

A Review on Origin and Improvement of Teachers' Professional Status in China

作　　者：李伟[1] 

机构地区：[1]宜宾学院,四川宜宾644000

出　　处：《教育与教学研究》2016年第4期31-37,共7页Education and Teaching Research

基　　金：四川省农村幼儿教育研究中心资助科研项目"西部农村幼儿教师专业化现状;根源及其改善策略研究--以宜宾市为例"(编号:20130624)

摘　　要：从多个视角考察中国教师职业的发展渊源,教师地位偏低是一以贯之的。教师职业地位经历了从原始社会至高无上到奴隶社会的崇高,再到封建社会的断崖式跌落。其产生的文化伦理源流、政治经济地位不实、职业准入与专业化程度低等因素是导致教师地位不高的主因。依据现代教育教学最新理论,提高教师的经济地位、提升职业准入门槛以及落实教师的政治地位等是提高教师地位的根本路径。This paper investigates the origin of teachers＇ professional development in our country from multiple perspectives.The status of teachers has been on the low side.Teachers＇ professional status was supreme in primitive society and sublime in slave society,but became very low in feudal society.The origin of cultural ethics,unreal political and economic status,low professional access and specialization level mainly causes the low status of the teachers.According to the latest theory of modern education and teaching,the basic way to improve teachers＇ status is to improve the economic status of teachers,raise the threshold of occupational access and implement the political status of teachers.

关 键 词：古代教师 职业地位 教师待遇 资格认证 

分 类 号：G451.4[文化科学—教育学] G40-092[文化科学—教育技术学]