教育科学 ›› 2023, Vol. 39 ›› Issue (5): 1-8.

• 教育强国建设专题研究 •    下一篇

教育强国背景下教育家型教师的内涵阐释、生成特征与系统造就*

杜岩岩, 牛军明   

  1. 辽宁师范大学 教育学部,辽宁 大连 116029
  • 出版日期:2023-09-20 发布日期:2024-01-04
  • 作者简介:杜岩岩(1971- ),女,辽宁抚顺人,辽宁师范大学教育学部部长,教授,博士生导师,主要从事比较教育、教师教育研究;|牛军明(1989- ),男,河南平顶山人,辽宁师范大学教育学部博士后,讲师,主要从事教育政策与大学治理研究。
  • 基金资助:
    *辽宁省“兴辽英才计划”教学名师项目(XLYC2211035)

The Connotation Interpretation,Generative Characteristics,and Systematic Cultivation of Educator-Type Teachers in the Context of Powerful Country in Education

Du Yanyan, Niu JunMing   

  1. Faculty of Education, Liaoning Normal University,Dalian Liaoning 116029,China
  • Online:2023-09-20 Published:2024-01-04

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摘要：

造就高素质专业化的教师队伍,培养数以万计的教育家型教师是实现中国式教育现代化的必然要求,也是建成教育强国的重要保障。教育家型教师是一个具有中国特色的概念,本研究从政策话语、词源演变、文献分析、教师专业化等四个视角解读了教育强国背景下教育家型教师的独特概念内涵。在教育强国背景下,教育家型教师的生成特征表现为政治导向与时代发展相统一、内在生成与外部培育相统一、局部偶发与整体涌现相统一、理论建构与实践探索相统一。中国特色的教育家型教师培育面临着三个层面的现实藩篱:一是教育评价偏向工具理性,教师成为教育家型教师的评价机制不够健全;二是理论与实践相互支持不够,教师成为教育家型教师的外部环境亟须优化;三是理想信念引领不足,教师成为教育家型教师的群体自觉性有待提高。造就数以万计的教育家型教师需要系统发挥国家、社会、学校等多方面的力量,建构内外联动、持续优化的教育家型教师成长生态:加强顶层设计,制定多元化、具有前瞻性的教育政策和层级化、一体化的教师专业发展标准;凝聚社会力量,营造理解、包容、协同的社会支持环境;强化精神赋能,涵育教育家型教师共同成长的精神共同体、专业共同体和生态共同体。

关键词: 教育强国, 教育家型教师, 生成特征, 系统造就

Abstract:

Cultivating a high-quality and professional teaching team and cultivating tens of thousands of educator-oriented teachers is an inevitable requirement for achieving modernization of Chinese-style education and an important guarantee for building an education powerhouse. Educator-type teachers are a concept with Chinese characteristics. This study interprets the unique concept of educators in the context of an educational powerhouse from four perspectives:policy discourse,etymology evolution,literature analysis,and teacher professionalization. In the context of an education powerhouse,the characteristics of the generation of educator-type teachers reflect the unity of political orientation and the development of the times,the unity of internal generation and external cultivation,the unity of local occasional and overall emergence,and the unity of theoretical construction and practical exploration. The cultivation of educators with Chinese characteristics faces three levels of practical barriers:firstly,the evaluation leans towards instrumental rationality,and the evaluation mechanism for teachers to become educators is not sound enough;Secondly,there is insufficient mutual support between theory and practice,and the external environment for teachers to become educators urgently needs to be optimized;The third issue is the insufficient guidance of ideal beliefs,and the collective consciousness of teachers to become educators needs to be improved. To cultivate tens of thousands of educator-type teachers,it is necessary to systematically leverage the power of the country,society,schools,and other aspects to construct an internal and external linkage and continuously optimize the growth ecology of educator-type teachers,which include strengthening top-level design and build diversified and forward-looking education policies and hierarchical and integrated teacher professional development standards,gathering social forces and create a social support environment of understanding,tolerance,and collaboration, and strengthening spiritual empowerment and cultivate a spiritual community,a professional community and an ecological community where educator-type teachers can grow together.

Key words: powerful country in education, educator-type teacher, generative characteristics, systematic creation

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