学做教育家型教师:前提性追问、释义与实践路径  

Learning to Be An Educator - Style Teacher : Prerequisite Inquiry , Interpretation and Practice Path

作　　者：贺慧敏[1] He Huimin(Tianjin Academy of Educational Sciences,Tianjin 300191)

机构地区：[1]天津市教育科学研究院,天津300191

出　　处：《当代教育论坛》2024年第2期118-124,共7页forum on contemporary education

基　　金：天津市教育科学规划2021年度课题“师德培育·教育改进互促共进机制研究”(编号:CHE210134)的阶段性研究成果。

摘　　要：学做教育家型教师是践行教育家精神的关键,是教师人才成长的路径之一。要引导新入职教师树立成为教育家型教师的职业意愿,分析出教育家型教师的精神内核和核心动力,即“教育爱”与“持续追求教育教学”优化。循证于此,构建新入职教师高质量成长路径,即要以积极情感诠释职业价值,用仁爱情怀关照教育对象,在热爱情感中推进事业发展来实现教育爱;要通过保持开放式心态,对教育教学问题进行创新性阐述,积极主动超越现状、超越碎片化来实现教育教学优化,以此创新教师队伍素质提升的理念与路径,提高教师队伍建设质量。Learning to be an educator-style teacher is the key to practicing the spirit of an educator and one of the ways for teachers to grow.To guide new teachers to establish the career aspiration of becoming an educator-styleteacher,it is necessary to analyze the spiritual core and the core driving force of educator-style teacher,which are educational love and the continuous pursuit of education and teaching optimization.On this basis,a high-quality growth path for new teachers can be built,with which educational love is achieved by interpreting professional value with positive emotion,caring for educational objects with benevolence,promoting career development with enthusiasm;and education and teaching optimization is realized by keeping an open mind,actively transcending the status quo and fragmentation,and making innovative exposition on education and teaching issues.It aims to provide new ideas and paths of improving the quality of teachers,so as to enhance the quality of teaching staff.

关 键 词：教育家型教师 教育爱 教育教学优化 学做 新入职教师 

分 类 号：G451[文化科学—教育学]