教育家精神融入职前教师教育课程的逻辑向度与体系建构  

The Logical Dimensions and System Construction of Integrating Educator Spirit Into Pre-Service Teacher Education Curriculum

作　　者：屠明将 Tu Mingjiang(School of Primary Education,Chongqing Normal University,Chongqing 400799,China)

机构地区：[1]重庆师范大学初等教育学院,重庆400799

出　　处：《重庆师范大学学报（社会科学版）》2024年第3期65-71,共7页Journal of Chongqing Normal University(Edition of Social Sciences)

基　　金：2022年度国家社会科学基金高校思政课研究专项“中华优秀传统文化融入大中小学思政课程的一体化设计研究”(22VSZ092)。

摘　　要：习近平总书记首次全面系统提炼了教育家精神内核,明确指出其对引领中国式教师教育现代化发展的价值功能。在此背景下,将师范生培养定位为中国式教师教育现代化建设的首要环节,从人民性、文化性和育人性三个层面揭示教育家精神对于变革职前教师教育课程的独特意义。继而基于教育家精神的国家性、空间整合性、时间一致性与标准适切性四个维度,从目标、内容、实施和评价的层面重塑职前教师教育课程体系。最后,秉持高质量师范教育发展的实践关怀,围绕教育家精神融入职前教师教育课程的标准建设、情怀感召、校地共育、氛围营造与学习支持五个方面提出具体实施路径。For the first time,President Xi Jinping comprehensively and systematically distilled the kernel of Educator Spirit and clearly pointed out its value in leading the modernization and development of Chinese-style teacher education.In this context,teacher training is positioned as the primary link in the modernization of Chinese-style teacher education,revealing the unique significance of Educator Spirit in transforming the pre-service teacher education curriculum from the three dimensions of people-ness,culture-ness and nurturing-ness.Then,based on the four dimensions of national,spatial integration,temporal consistency and standard appropriateness of Educator Spirit,the curriculum system of pre-service teacher education is reshaped from the dimensions of objectives,content,implementation and evaluation.Finally,with the practical concern for the development of high-quality teacher education,a specific implementation path is proposed for the integration of Educator Spirit into the pre-service teacher education program in terms of the construction of standards,the appeal of sentiment,the co-education between schools and localities,the creation of an atmosphere,and the support of learning.

关 键 词：教育家精神 职前教师教育课程 空间整合性 时间一致性 

分 类 号：G61[文化科学—学前教育学]