论乡村教师教育家精神的养成——从优秀乡村教师群体像说起  

The Cultivation of the Spirit of Educators for Rural Teacher:Starting from the Image of Outstanding Rural Teacher Groups

作　　者：王晋[1] WANG Jin(Henan University,Kaifeng 475004)

机构地区：[1]河南大学教育学部,475004

出　　处：《教育科学研究》2024年第11期5-13,共9页Educational Science Research

基　　金：河南省教育科学规划2023年度重大招标课题“河南省乡村教师队伍建设问题与对策研究”(2023JKZB07)的成果之一。

摘　　要：中国乡村以其独特的地理环境和乡土文化赋予了教育家精神独特的内涵和重要的价值。通过对全国优秀乡村教师的群体像的分析发现:教育信念是助推优秀乡村教师坚守乡村的内在动力,乡土情怀是鼓舞优秀乡村教师植根乡村的情感基础,专业素养是促进优秀乡村教师立足乡村的能力支撑,教育实践是驱动优秀乡村教师深入乡村的现实动力。乡村教师养成与弘扬教育家精神要以自我成长为动力,培育乡村教师的教育信念;以乡土文化为根脉,涵养乡村教师的乡土情怀;以教师研修为媒介,提高乡村教师的专业素养;以改革创新为途径,丰富乡村教师的教育实践。Chinese countryside gives the spirit of educators a unique connotation and important value with its unique geographical environment and local culture.This study analyzes the group image of outstanding rural teachers in China.Educational beliefs are the intrinsic motivation to promote outstanding rural teachers to stick to the countryside.Rural sentiment is the emotional foundation to inspire outstanding rural teachers to root in the countryside.Professional literacy is the ability promoting outstanding rural teachers to take root in the countryside.Educational practice is the practical driving force for excellent rural teachers to go deep into the countryside.Rural teachers can adopt the following paths to cultivate and promote the spirit of educators.Using self-growth as a driving force to cultivate rural teachers'educational beliefs.Taking local culture as the root to cultivate rural teachers'local sentiment.Using teacher training as a bridge to improve the professional literacy of rural teachers.Adopting the path of reform and innovation to enrich the educational practice of rural teachers.

关 键 词：乡村教师 教育家精神 精神养成 

分 类 号：G451.6[文化科学—教育学]