中学骨干教师教育情怀的养成与师范生培养体系的构建  

Cultivation of Educational Feelings for Middle School Key Teachers and Construction of the Training System for Normal Students

作　　者：荣宁 侯晓强 RONG Ning;HOU Xiao-qiang(Academic Administration,Langfang Normal University,Langfang Hebei 065000,China)

机构地区：[1]廊坊师范学院教务处,河北廊坊065000

出　　处：《廊坊师范学院学报（社会科学版）》2020年第3期107-112,共6页Journal of Langfang Normal University(Social Sciences Edition)

基　　金：河北省教育厅2018—2019年度河北省高等教育教学改革研究与实践项目“以中学骨干教师职业能力为导向构建师范专业培养体系研究”(2018GJJG343)成果。

摘　　要：中学骨干教师教育情怀的养成分职前和职后两个阶段,从职前对教育情怀的感知到职后对教育情怀的感悟,骨干教师在德育教育、寓教于乐的情感教育、涵养课程灵魂的教育等方面都与师范生存在明显差异。为了尽早使师范生涵养教育情怀,认识教师的主体责任和义务,高等师范院校构建符合师范生教育情怀涵养的培养体系,帮助师范生树立正确的教师观、理解教师角色、认同教师工作意义,对培育优秀教师具有非常重要的作用。The development of the educational feelings for middle school key teachers consists of two stages:from perception of the educational feelings in pre-employment stage to the comprehension of the educational feelings in post-employment stage.Howev⁃er,there are obvious differences between the middle school key teachers and the normal students on the moral education,entertain⁃ing&emotional education and the key courses education.In order to cultivate the educational feelings for normal students as soon as possible and make a better understanding on the teacher`s responsibilities and obligations.It is a best way to construct a training system whose aiming is to cultivate the educational feelings among normal students to establish a positive view of teaching,to un⁃derstand the role of teachers and to recognize the significance of teacher work.The new training system will be very important in training excellent teachers.

关 键 词：教育情怀 教育情怀养成差异 人才培养体系 

分 类 号：G649.21[文化科学—高等教育学]