中小学教育家型教师的内涵厘定、生成理路和成长样态研究  

Research on the Connotation Definition,Generation Process,and Growth Patterns of Educationist Teachers in Primary and Secondary Schools

作　　者：黄瑞新[1] 孙雅琪 HUANG Ruixin;SUN Yaqi(Henan Institute of Science and Technology,Xinxiang,Henan 453003)

机构地区：[1]河南科技学院马克思主义学院,河南新乡453003

出　　处：《创新人才教育》2025年第1期29-34,共6页The Education of Innovative Talents

基　　金：2024年河南省教师教育课程改革研究项目“中小学教育家型教师的生成逻辑、精神特质与培育机制研究”(项目编号:2024-JSJYYB-098);2022年河南省哲学社会科学规划项目“习近平总书记语言艺术对新时代高校思想政治教育话语创新的指导研究”(项目批准号:2022BKS013)的阶段性成果。

摘　　要：培育新时代中小学教育家型教师对于推动教育现代化、建设教育强国具有重要价值。教育家型教师应扮演好教育使命的担当者、教育思想的创构者、教育理想的追寻者、教育情怀的体现者和教育智慧的拥有者五种身份。从生命历程的视角来看,教育家型教师的成长经历素质形成、思想形成和影响形成三个阶段。内外因素在教育家型教师成长过程中发挥耦合作用,教育家型教师的成长是个体与环境、理论与实践、创新与传承相互作用的结果。Cultivating educationist teachers in primary and secondary schools in the new era is of great value in promoting educational modernization and realizing the strategy of building a strong education country.Educationist teachers should possess five identities:a person who takes on the mission of education,a creator of educational ideas,a seeker of educational ideals,a embodiment of educational sentiment,and a holder of educational wisdom.From the perspective of life course,the growth experience of educationist teachers consists of three stages:quality formation,ideological formation,and influence formation.Internal and external factors play a coupling role in the growth process of educationist teachers.Their growth is the result of the interaction between individuals and environment,theory and practice,innovation and inheritance.

关 键 词：教育家型教师 生成理路 成长样态 

分 类 号：G63[文化科学—教育学]