论教育家精神研究的价值诉求、认识偏误与推进策略  

On the Unique Value,Cognitive Bias and Promotion Paths of Educator Spirit as a Pedagogy Proposition

作　　者：满忠坤 孟令彦 MAN Zhong-kun;MENG Ling-yan(School of Educational Science,Liaocheng University,Liaocheng 252059,China)

机构地区：[1]聊城大学教育科学学院,山东聊城252059

出　　处：《聊城大学学报(社会科学版)》2025年第1期83-90,共8页Journal of Liaocheng University:Social Science Edition

基　　金：国家社会科学基金2020年度(教育学)一般项目(BAA200023):我国教育研究的范式梳理与“中国经验”研究。

摘　　要：教育家精神作为一个开放的“大教育学”命题被关注,是推进新时代教师队伍建设和教育学话语体系建构的时代使命与学科担当。推进教育家精神作为相对独立的教育学命题研究,首先应厘清教育学的学科立场之于教育家精神研究的独特价值规约,警惕各种可能的认识偏误。澄明教育家精神的本质内涵与育成机制,确证教育家精神的时代价值与实践诉求,聚焦教育家精神的中国特质和文化使命,重视教育家精神研究的价值实现与策略优化,是推进教育家精神作为教育学命题研究的策略选择。Educator spirit,as a proposition of pedagogy,has been concerned and established as a relatively independent and clear research problem.First of all,we must clarify the special rules of discipline logic of pedagogy in the study of educator spirit,and alert against possible epistemological errors.Educator spirit as a“great pedagogy”proposition,the promotion of educator spirit thematic research should be clearly based on the unique due contribution and promotion logic of the discipline,which is the academic mission and the Times.pedagogy should not only pay attention to the unique academic contribution of educator spirit research,but also promote the realization of the value of relevant theoretical achievements.Clarifying the essential connotation and cultivation mechanism of educator spirit,clarifying era value and practical demands of educator spirit,focusing on the Chinese characteristics and cultural resources of educator spirit,and promoting the value realization and path optimization of educator spirit are the necessary missions and logical approaches to promote the special research of educator spirit.

关 键 词：教育家精神 价值诉求 认识偏误 推进路径 

分 类 号：G40-03[文化科学—教育学原理]