“教育家精神”的四重属性及其融入教师队伍建设的实施路径  

The Quadruple Attribute of“Spirit of Educators”and Its Implementation Path of Teachers’Team Construction

作　　者：赵智 Zhao Zhi(School of Economics and Management,Anhui Agricultural University,Hefei,Anhui,230036,China)

机构地区：[1]安徽农业大学经济管理学院,安徽合肥230036

出　　处：《教育科学探索》2024年第4期12-18,共7页THE SCIENTIFIC EXPLORATION OF EDUCATION

摘　　要：教育家精神是有着内在逻辑的完整体系,它包含的六个方面的内容分别反映了教育家精神的四种属性,即政治属性、道德属性、职业属性、文化属性。教育家精神养成主要有五种机制:一是原发性驱动,构建“身份认同”机制;二是认知性驱动,构建“体验反思”机制;三是需求性驱动,构建“职业发展”机制;四是行政性驱动,构建“规范约束”机制;五是环境性驱动,构建“感染浸润”机制。教育家精神融入教师队伍建设的实施路径主要有:一是课程化,增强教育家精神养成的系统性;二是研修化,强化教育家精神养成的体验性;三是生活化,强化教育家精神养成的契合性;四是制度化,强化教育家精神养成的规范性;五是项目化,强化教育家精神养成的参与性。The spirit of educators is a complete system with inherent logic,which includes six aspects that reflect the four characteristics of the spirit of educators,namely political,moral,professional,and cultural characteristics.There are five main mechanisms for cultivating the spirit of educators:firstly,primary drive,constructing an“identity recognition”mechanism;the second is cognitive drive,constructing a mechanism of“experiential reflection”;thirdly,demand drive,constructing a“career development”mechanism;the fourth is administrative drive,constructing a“normative constraint”mechanism;lastly,environmental drive,constructing an“infection infiltration”mechanism.Its implementation path includes:firstly,curriculum orientation,enhancing the systematic cultivation of the spirit of educators;the second is to focus on training and enhance the experiential cultivation of the spirit of educators;the third is to life orientation,strengthening the compatibility of cultivating the spirit of educators;the fourth is institutionalization,strengthening the standardization of cultivating the spirit of educators;the fifth is project-based,strengthening the participation of educators in cultivating their spirit.

关 键 词：教育家精神 属性 养成机制 实施路径 

分 类 号：G451[文化科学—教育学]