越南师范教育的形成和发展
Education is closely linked to the fate of a nation, with teachers undertaking different teaching tasks based on national conditions and the nature of education In Vietnam's long history, teachers with high prestige and broad knowledge have been deeply trusted and loved by the people Whether in times of war or peace, teachers are meritorious servants of the country, playing an indispensable role in national construction and development However, in the history of Vietnamese feudal society, there was no real teacher training, only support from the people.
教师通过自己的努力在教学生涯中不断获得成长。
第一节 从法国殖民时期到 1945 年的越南高等教育
19 世纪中后期，欧洲资本主义扩张加剧，法国对越南的侵略也在不断加剧。
1862 年，法国占领了越南南部的三个省，1867 年， 又占领了南部的三个省。1874 年，
Following defeat by France, the Nguyễn Dynasty of Vietnam signed unequal treaties acknowledging French influence in the south France further encroached upon northern and central Vietnam, leading to additional treaties in 1883 and 1884 that resulted in complete surrender Consequently, France established protectorates in northern and central Vietnam, effectively dividing the country into French-controlled territories While the Nguyễn Dynasty nominally retained power in the north and center, France exerted control over all of Vietnam.
占据南越南部之后，法国立即废除了越南原有的教育系统。从 1878 年开始，
In southern Vietnam, the use of Chinese characters was prohibited in state administrative affairs Following 1932, both northern and central Vietnam also discontinued the use of Chinese characters in official matters related to public administration, uniformly adopting the Vietnamese national language or French.
在此期间，高等教育的特点可以概括如下：
1918 年 12 月 25 号的指令中，法属印度支那总督已发布印度支那高等教育
条例。按照此项规定，印度支那（河内）高等教育系统包括：医药大学，兽医大
Luận văn đại học luận văn thạc sĩLuận văn đại học luận văn thạc sĩ 4
Luận văn đại học luận văn thạc sĩ 1
学，政法大学，师范学院（esເ0le suρéгieuгe de ρesdaǥ0ǥie - 培训初中老师，
Following World War I, as France prepared its second invasion of Indochina, universities like the School for Primary School Teachers, the University of Agriculture and Forestry, and the University of Public Administration were established primarily to train civil servants These institutions, known as "écoles supérieures," functioned more as vocational schools, aiming to deter young people from seeking education abroad and exploring paths to national salvation.
Between 1924 and 1939, universities in French Indochina underwent significant reforms, evolving into institutions of higher education due to public criticism and subsequent French government reforms from 1924 to 1925 These reforms included extending the duration of secondary education by one year, impacting both the length and content of educational programs.
然而，到了 1929—1933 年世界资本主义经济危机的时候，由于种种困难，
法属政府关停了很多在此之前建立的学校。
1939 年，第二次世界大战爆发，1940 年 6 月 26 日，在欧洲，法国战败亡国，
Following France's defeat by Japan in Indochina in 1940, and with Charles de Gaulle forming the "Free France" government in exile in Britain, Japan and France began a joint rule over the region, though it effectively became a Japanese colony Against this backdrop, and under the guise of protecting French rights, the French government initiated educational reforms, consolidating all colleges and universities in the area into the University of Indochina.
Located in Hanoi, the university possessed the characteristics of modern higher education in terms of scale, but teacher skills, knowledge levels, and infrastructure were far from meeting standards During this period, the student population was small, with only about 1,000 students in 1943-1944, reflecting strict enrollment and education practices.
因而这一时期大部分毕业生的质量都比较高。 ①
1945 年 8 月，革命成功了，国家获得了独立，摆脱了被殖民控制的命运。
Lê Văn Giang, trong cuốn "Lịch sử giản lược hơn 1000 năm nền giáo dục Việt Nam" xuất bản năm 2003, đã trình bày một cái nhìn tổng quan về sự phát triển của giáo dục Việt Nam qua một thiên niên kỷ.
Luận văn đại học luận văn thạc sĩLuận văn đại học luận văn thạc sĩ 4
Luận văn đại học luận văn thạc sĩ 1
After the establishment of the nation, Vietnam's education rapidly developed, and normal schools grew quickly Examining the various stages of Vietnam's national history from 1945 to the present, the development of normal schools can be divided into three main phases: 1945-1954, 1954-1975, and 1975 to the present.
第二节 越南师范教育的开端（1945—1954）
一、设立师范专业的立法
Following the success of the August Revolution in 1945, the newly formed Socialist Republic of Vietnam prioritized education and literacy as crucial steps alongside addressing hunger and combating invaders In the early days of the nation, eradicating illiteracy was identified as one of the three most urgent tasks.
In September 1945, during a period of national hardship, the schools of the newly independent Socialist Republic of Vietnam officially opened On this occasion, President Ho Chi Minh sent a letter to all students, offering his heartfelt advice and encouragement.
"The prosperity of Vietnam and its ability to stand alongside global powers hinges on the education and efforts of its students Investing in education is crucial for Vietnam's future success and global competitiveness Vietnamese students' dedication to learning is essential for national development and achieving international recognition The future of Vietnam depends on the academic achievements and hard work of its students, paving the way for a strong and prosperous nation on the world stage Education empowers Vietnamese students to contribute significantly to their country's growth and global standing."
On October 8, 1946, the government enacted a decree establishing normal (teacher training) programs, which were divided into three levels: junior normal programs for training primary school teachers, intermediate normal programs for training high school, experimental, and junior high school teachers, and advanced normal programs for training specialized and secondary normal school instructors.
According to the decree, each region (North, Central, and South) must have at least one primary normal school and one secondary normal school.
From 1950 onward, a primary teaching certificate was generally required for teachers in primary education schools A secondary teaching certificate was necessary for teachers in experimental schools, high schools, and junior normal schools A higher-level teaching certificate was mandated for instructors in specialized colleges.