教师的教育家精神养成:基于集体记忆的视角  

The Cultivation of Teachers'Spirit of Educationalists:From the Perspective of Collective Memory

作　　者：敖峰 Ao Feng(Nanchang Normal University)

机构地区：[1]南昌师范学院教育培训学院,南昌330000

出　　处：《当代教育科学》2024年第11期53-60,共8页Contemporary Education Sciences

基　　金：江西省社会科学基金项目“教育数字化转型中教师身份认同的困境与提升——基于情感社会学的分析”(项目编号:24JY23);江西省高校人文社会科学重点研究基地项目“基于教育家精神的中小学教师师德师风养成研究”(项目编号:JD23134)的研究成果之一。

摘　　要：从集体记忆的视角来看,教师的教育家精神可被视为教师群体中已然存有或希冀存续的一种集体记忆,其养成至少蕴含着三重意涵:从历时来看,是教师对作为历时记忆的教育家精神的接续;从共时来看,是教师对作为共时记忆的教育家精神的分有;从效果来看,是教师对作为身份记忆的教育家精神的呈现。当下,教师的教育家精神养成面临着种种阻隔,主要表现为历时记忆的断裂、共时记忆的世俗与身份记忆的隐匿。因此,教师的教育家精神养成路径有三:赓续历时记忆,重温教育家精神;擢升共时记忆,强化教育家精神;习得身份记忆,彰显教育家精神。From the perspective of collective memory,the educationalist spirit of teachers can be seen as a collective memory that already exists or hopes to exist within the teacher community,and its cultivation contains at least three meanings:from a historical perspective,it is the continuation of the educationalist spirit as a historical memory by teachers;From a synchronic perspective,it is the teachers'sharing of the spirit as a synchronic memory;From the perspective of effectiveness,it is the presentation of the spirit of educationalists as an identity memory by teachers.At present,the cultivation of the spirit of teachers'educationalists faces various obstacles,that are mainly manifested as the rupture of diachronic memory,the secularization of synchronic memory,and the concealment of identity memory.Therefore,there are three paths of cultivating the spirit of educationalists for teachers:continuing the historical memory and revisiting the spirit of educationalists;promoting shared memories and strengthening the spirit of educationalists;acquiring identity memory and showcasing the spirit of educationalists。

关 键 词：教师 教育家精神 教师记忆 集体记忆 

分 类 号：G63[文化科学—教育学]