教育家精神视域下高校教师育人信念研究  

Research on College Teachers′Educational Beliefs from the Perspective of Educator Spirit

作　　者：蔡连玉 徐畅[1] CAI Lianyu;XU Chang

机构地区：[1]浙江师范大学教育学院,浙江金华321004 [2]浙江师范大学高质量教育发展研究院,浙江金华321004

出　　处：《重庆第二师范学院学报》2025年第2期91-96,128,共7页Journal of Chongqing University of Education

摘　　要：人才培养是高校的核心职能,教书育人是高校教师的职责使命。高校教师育人信念包含育人认知、育人情感与育人意志3个主要维度,教育家精神与教师育人信念高度耦合,教育家精神要求高校教师将育人信念内化于心、外化于行。然而,以教育家精神审视发现,当前实践中高校教师育人信念存在育人认知淡化、育人情感疏离、育人意志薄弱的困境。高校教师育人信念偏差缘于教师育人素养支持体系乏力、高校育人成效难以确证与外显以及绩效管理制度引导行动错位。教育家精神引领高校教师育人信念发展需要锚定职业使命,强化教师育人价值认知;完善支持体系,筑牢高校师生情感联结;打造良性生态,夯实教师三全育人意志。Talent cultivation is the core function of colleges and universities,and teaching and educating students is the responsibility and mission of college teachers.College teachers′educational beliefs include three main dimensions:educational cognition,educational emotion and educational will.The educator spirit is highly coupled with teachers′educational beliefs.It requires college teachers to internalize and externalize educational beliefs into their hearts and deeds.However,when examined from the perspective of the educator spirit,it can be found that in current practices,college teachers′educating beliefs face dilemmas such as weakened cognition of education,alienated emotions towards educating,and weak will in education.These deviations stem from inadequate support systems for teachers′pedagogical competencies,difficulties in quantifying and demonstrating educational outcomes,and misalignment caused by performance evaluation systems.The development of college teachers′educational belief guided by the educator spirit needs to anchor the professional mission and strengthen the cognition of teachers′educational value;improve the support system and strengthen the emotional connection between teachers and students;create a benign ecology and strengthen teachers′will of triple complete education.

关 键 词：教育家精神 高校教师 育人信念 三全育人 

分 类 号：G645[文化科学—高等教育学]