综合育人能力培养视域下教师长程发展机制的构建探索  

Exploration on the Construction of Long-term Development Mechanism for Teachers from the Perspective of Comprehensive Education Ability Cultivation

作　　者：方川 Fang Chuan(Huai'an Ecological and Cultural Tourism Zone Experimental Primary School,Jiangsu Province,Huai'an 223209,China)

机构地区：[1]江苏省淮安生态文化旅游区实验小学,江苏淮安223209

出　　处：《成才之路》2024年第25期61-64,共4页Way of Success

摘　　要：新时代落实立德树人根本任务,对学校教师队伍建设提出更高的要求和新的挑战。“教书”不等同于“育人”,“教书”是路径,“育人”才是本质目标,综合育人能力是教育教学能力的延伸和拓展,而提升教师的综合育人能力需要学校构建长程发展机制。学校应系统地构建现实路径,从理念构思到团队建设,形成梯次化的发展目标,从年龄、内容、评价、效能四个维度构建长程教师发展机制,以此实现对教师队伍发展的整体调控。The fundamental task of implementing moral education and talent cultivation in the new era has put forward high requirements and new challenges for the construction of schools teaching staff.Teaching"is not equivalent to"educating people."Teaching"is the path,"educating people"is the essential goal,and comprehensive education ability is the extension and expansion of educational teaching ability.Improving teachers'comprehensive education ability requires schools to establish a long-term development mechanism.Schools should systematically construct a realistic path,from conceptual conception to team building,forming a hierarchical development goal,and constructing a long-term teacher development mechanism from four dimensions:age,content,evaluation,and effectiveness,in order to achieve overall regulation of the development of the teacher team.

关 键 词：教师长程发展 综合育人能力 教师队伍建设 教师共同体 教研平台 

分 类 号：G451.2[文化科学—教育学]