言传身教：中国教育中的历史传承及当代价值 = Teaching by Verbal Instruction and Personal Example: Historical Heritage and Contemporary Value in Chinese Education

다국어 초록 (Multilingual Abstract)

高校教师职业道德规范明确规定了高校教师在“教书育人”方面的要求，但实际教学中仍存在诸多问题。本论文旨在探讨在中国教育领域中“言传身教”的历史传承及其在当代高等教育中的作用和价值。本论文首先探讨了“言传身教”的文化根源，从古代教育家的思考中找到了“教”与“学”相辅相成的关系，强调教师的言行举止对学生的影响，并通过多个历史时期的教育家和教育实践的案例，展现了教育者的品德和高尚道德情操对学生成长的积极作用。而在当代教育环境下，教育不仅仅是知识的传授，更是对学生价值观和人格塑造的引导。在数字化和网络化时代，教师的“言传身教”作用仍然至关重要。教师应该在课堂内外，通过自己的行为和态度，影响和引导学生的发展，帮助他们塑造高尚的品格和价值观。最后，论文提出了实现“言传身教”目标的途径。除了教育者个体的自我提升和反思之外，学校和社会也需要共同努力，创造和谐的教育环境，以培养出具备专业能力和高尚品德的人才。

다국어 초록 (Multilingual Abstract)

The professional ethical standards for university teachers explicitly outline the requirements for ‘teaching and educating’, yet challenges persist in actual teaching practices. This paper delves into the historical legacy of teaching by verbal instruction and personal example within the Chinese education domain, examining its role and significance in contemporary higher education. It commences by investigating the cultural underpinnings of teaching by verbal instruction and personal example and highlights the symbiotic relationship between ‘teaching’ and ‘learning’ as espoused by ancient educators. This underscores the impact of educators’ words and actions on students and showcases the constructive influence of educators’ moral character and elevated moral values through historical exemplars and educational instances. In the contemporary educational environment, education is not only about imparting knowledge, but also guiding students’ values and personality shaping. In the era of digitization and networking, the role of teachers in teaching by verbal instruction and personal example remains crucial. Teachers are entrusted with the task of molding students through their own conduct and attitudes, both within and beyond the classroom, fostering their virtuous character and values. Ultimately, this paper proposes avenues to attain the objective of teaching by verbal instruction and personal example. Beyond the personal development and introspection of educators, it underscores the necessity for schools and society to collaborate in crafting an inclusive educational environment conducive to nurturing individuals possessing both professional competence and noble moral character.

목차 (Table of Contents)

• Ⅰ. 引言
• Ⅱ. 言传身教的文化根源探究
• Ⅲ. 言传身教在我国教育发展史中的传承与发扬 Ⅳ.言传身教教育理念的当代价值
• Ⅴ. 言传身教的实践路径
• Ⅵ. 结语