教育科学 ›› 2026, Vol. 42 ›› Issue (3): 60-67.

• 教师教育研究 • 上一篇    下一篇

卓越教师精神画像*——基于扎根理论的模型建构

罗生全1, 吴晓丽2   

  1. 1 西南大学 教师教育学院, 重庆 400715
    2 西南大学 教育学部, 重庆 400715
  • 出版日期:2026-05-15 发布日期:2026-06-26
  • 作者简介:罗生全(1976- ),男,四川南充人,西南大学教师教育学院院长、教授,博士生导师,主要从事课程与教学论、教师教育研究;
    吴晓丽(1999- ),女,河南郑州人,西南大学教育学部博士生,主要从事课程与教学论、教师教育研究。
  • 基金资助:
    *国家社会科学基金教育学一般项目“乡村教师数字素养测评及提升路径研究”(BHA230131)

Spiritual Portrait of Outstanding Teachers: A Grounded Theory-Based Model Construction

Luo Shengquan1, Wu Xiaoli2   

  1. 1 College of Teacher Education, Southwest University, Chongqing, 400715, China
    2 Faculty of Education, Southwest University, Chongqing, 400715, China
  • Online:2026-05-15 Published:2026-06-26

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摘要：

教育家精神是新时代教师队伍建设的精神指南,侧重对专业理念的宏观指引。卓越教师精神画像则彰显教师具体育人实践中的精神特质,更聚焦专业实践的微观视角。理念与实践的转化需要具体参照,卓越教师精神画像恰能作为这一中介,在教育家精神的宏观框架下为一线教师提供更具操作性的实践参照。本研究深入基础教育场域,选取特级教师作为调查对象,采用行为事件访谈、扎根理论等方法,探析卓越教师的精神特质,并通过三级编码建构出卓越教师精神画像的理论模型。该模型涵盖3个一级指标(“自我”概念、“大我”情怀、“无我”境界)、以及27个三级指标。

关键词: 卓越教师, 精神画像, 教育家精神, 扎根理论

Abstract:

Educator spirit serves as a spiritual guide for teacher workforce development in the new era, emphasizing macro-level guidance for professional ideals. By contrast, the spiritual portrait of outstanding teachers highlights teachers’ spiritual qualities in concrete educational practice and focuses on the micro-level dimension of professional practice. The transformation from ideals to practice requires specific references, and the spiritual portrait of outstanding teachers can serve as an intermediary link, providing frontline teachers with more actionable practical references within the macro framework of educator spirit. Situated in basic education settings, this study selects special-grade teachers as research participants and adopts behavioral event interviews and grounded theory to examine the spiritual qualities of outstanding teachers. Through three-stage coding, it constructs a theoretical model of the spiritual portrait of outstanding teachers. The model includes three first-level indicators, namely the concept of the “self,” commitment to the “greater self,” and the realm of “selflessness”; eight second-level indicators, namely willpower, thinking structure, developmental aspiration, educational philosophy, educational wisdom, mission of master teachers, social responsibility, and international commitment; and 27 third-level indicators.

Key words: outstanding teachers, spiritual portrait, educator spirit, grounded theory

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