教育科学 ›› 2025, Vol. 41 ›› Issue (4): 76-82.

• 高等教育研究 • 上一篇    下一篇

以教育家精神引领大学教师专业发展的价值意蕴与实践路径*

朱宁波, 晋春霞   

  1. 辽宁师范大学 教育学部,辽宁 大连 116029
  • 出版日期:2025-07-15 发布日期:2025-08-18
  • 作者简介:朱宁波(1963- ),女,山东临沂人,辽宁师范大学教育学部教授,博士生导师,主要从事课程与教学论、教师教育等研究;
    晋春霞(1997- ),女,山东日照人,辽宁师范大学教育学部博士生,主要从事课程与教学论、教师教育等研究。
  • 基金资助:
    *2022年度国家社科基金教育学一般项目“高质量教育背景下高校教师教学评价素养研究”(BIA220106)

Value Implications and Practical Paths of Guiding University Teachers’ Professional Development with Educator Spirit

Zhu Ningbo, Jin Chunxia   

  1. Faculty of Education,Liaoning Normal University,Dalian Liaoning 116029,China
  • Online:2025-07-15 Published:2025-08-18

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摘要：

教育家精神是教育家群体在教育理论研究和实践探索中形成的以立德树人为核心的多维精神特质,是教师由“教书匠”向教育家型教师转变的精神动力和行动指南。以教育家精神引领教师专业发展,有助于深化大学教师的专业认知,明晰教育的育人价值;有助于涵养大学教师的专业情意,增强专业情感认同;有助于激发大学教师的专业追求,驱动理念向实践转化。教育强国背景下,充分发挥教育家精神对大学教师专业发展的引领作用,必须深入挖掘教育家精神的引领价值,激活教师个体专业发展的“行为自觉”;发挥教育家的榜样示范作用,筑牢“成为教育家型教师”的职业理想;构建以教育家精神为核心的教师培训体系,激发教师专业发展的潜能;探索教育家精神引领下的科学评价机制,提高教师评价的客观合理性。

关键词: 教育强国, 教育家精神, 教育家型教师, 大学教师专业发展

Abstract:

The educator spirit refers to the multidimensional set of values centered on moral cultivation,formed by generations of educators through theoretical inquiry and practical exploration. It serves as the inner driving force and guiding framework for teachers transitioning from technical instructors to educator-type professionals. Guiding university teachers’professional development with the spirit of the educator helps deepen their professional understanding and clarify the fundamental value of education in fostering people. It also contributes to cultivating teachers’emotional engagement with their profession and strengthening their professional identity. Furthermore,it stimulates teachers’intrinsic motivation to pursue excellence and bridges the gap between educational ideals and daily practice. In the context of building a powerful country in education,fully leveraging the educator spirit to guide university teachers’professional development requires:deeply exploring its intrinsic value to awaken teachers’self-consciousness in professional growth;highlighting the exemplary role of educators to solidify the professional ideal of becoming educator-type teachers;constructing a teacher training system centered on the educator spirit to stimulate teachers’professional development potential;and exploring a scientific evaluation mechanism guided by the educator spirit to enhance the objectivity and rationality of teacher evaluations.

Key words: a powerful country in education, educator spirit, educator-type teachers, teachers’professional development

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