对话学者:中小学教育家型教师成长的重要路径——以著名教育家李吉林的成长为例  

Dialogue with scholars:An Important Path for the Growth of Educationist Teachers in Primary and Secondary Schools--Take the Growth of Famous Educator Li Jilin as an Example

作　　者：邓小泉[1] 董博文 DENG Xiao-quan;DONG Bo-wen(School of Education Science,Nantong University,Nantong Jiangsu 226019,China)

机构地区：[1]南通大学教育科学学院,江苏南通226019

出　　处：《教师教育研究》2023年第5期16-22,共7页Teacher Education Research

基　　金：教育部哲学社会科学研究重大课题攻关项目“百年党史中的著名教育人物谱系研究”(编号:21JZD013)。

摘　　要：中小学教育家型教师的成长是基础教育领域中的一个重要理论问题和实践难题。学术界一般认为,中小学教育家型教师的成长主要有实践、学习、研究和培养等四种路径。而著名教育家李吉林在成长过程中,除了经历过这四种路径外,还通过对话学者的路径,打通了教育研究的堵点,实现了理论思维的升华。中小学教师成长为教育家,应当高度重视对话学者的路径,积极依托学术平台,通过多种方式,聚焦教育问题,主动与理论研究者展开对话。The growth of educationist teachers in primary and secondary schools is an important theoretical and practi⁃cal problem in the field of basic education.Academics generally believe that the growth of educationist teachers in primary and secondary schools mainly includes four paths:practice,learning,research and training.In addition to these four paths,Li Jilin,a famous educator,opened up the blockages of educational research and realized the subli⁃mation of theoretical thinking through dialogue with scholars.When primary and secondary school teachers grow up as educators,they should attach great importance to the path of dialogue with scholars,actively rely on academic plat⁃forms,focus on educational issues through various ways,and actively engage in dialogue with theoretical researchers.

关 键 词：教育家型教师 对话学者 成长路径 李吉林 

分 类 号：G529[文化科学—教育学]