情感认同视域下教师弘扬教育家精神的意蕴与路径  

The Implications and Paths of Teachers'Promotion of Educator s Spirit in the Perspective of Emotional Identity

作　　者：傅密 FU Mi(Faculty of Education,Southwest University,Chongqing 400715,China)

机构地区：[1]西南大学教育学部,重庆北碚400715

出　　处：《曲靖师范学院学报》2024年第4期89-95,共7页Journal of Qujing Normal University

摘　　要：人无精神不立,国无精神不强,习近平总书记提出并阐述了教育家精神的核心要义,为教师的情感修养和精神赓续提供了价值遵循。教师对个体自我成长、朋辈互学互鉴、教育强国战略以及构筑人类命运共同体的情感共鸣是理解教育家精神的重要视角。从情感的角度出发,教育家精神蕴含的理想信念、道德情操、育人智慧、躬耕态度、仁爱之心、弘道追求,与家国情感、道德情感、专业情感、职业情感、仁爱情感和大同情感相对应。“涵养情感以赓续精神”,要提升教师育人的情感修养、锤炼教师队伍的情感能力、引领教育政策的情感倾向、营造尊师重教的情感氛围,多维协同弘扬教育家精神。Man cannot stand without spirit,and a nation cannot be strong without spirit.General Secretary Xi Jinping has proposed and elaborated the core meaning of educator s spirit providing a value for teachers emotional cultivation and spiritual continuity.Teachers emotional resonance with individual self-growth,peer-to-peer learning,the strategy of a strong education nation,and the construction of a community of human destiny is an important perspective for understanding the educator s spirit.From the perspective of emotion,the ideal conviction,moral sentiment,wisdom of nurturing,attitude of cultivation,benevolence,and pursuit of promoting the way contained in the spirit of educator corresponds to the emotion of family and country,moral emotion,professional emotion,occupational emotion,benevolence,and the emotion of the commonwealth.“Cultivate emotion to continue the spirit”requires improving the emotional cultivation of teachers nurturing,refining the emotional ability of teachers team,leading the emotional tendency of education policy,and creating the emotional atmosphere of respecting teachers to carry forward the spirit of educators in a multi-dimensional synergy.

关 键 词：教育家精神 情感解读 教师情感修养 弘扬路径 

分 类 号：G650[文化科学—教育学]