基于成长型思维的教师德育能力发展  

Development of Teachers’ Moral Education Abilities Based on Growth Mindset

作　　者：徐诣 

机构地区：[1]浙江师范大学教师教育学院,浙江 金华

出　　处：《教育进展》2023年第9期6571-6577,共7页Advances in Education

摘　　要：国家政策层面屡次强调落实立德树人根本任务,但调研表明,教师普遍缺乏专业的德育能力。只有透析教师德育能力发展的关键影响因素,探寻其影响教师德育能力发展的作用机理,才能科学化地提升教师的德育能力。成长型思维是一种信念体系,认为智力是可以提高的,它由认知、价值取向、情感、意志四个要素构成,是影响教师德育能力发展的关键因素之一。成长型思维通过其四个构成要素影响教师的德育专业知能和专业伦理,进而影响教师德育能力的发展。The fundamental mission of cultivating virtues and morality has been highlighted repeatedly in national programs, yet research indicates that teachers typically lack professional moral education abilities. Only by analyzing the key factors influencing the development of teachers’ moral education abilities and exploring the mechanism, can we scientifically enhance teachers’ moral education abilities. Growth mindset is a belief system. It believes that intelligence can be improved. It is composed of four elements: cognition, value orientation, emotion, and will. It is also one of the key factors influencing the development of teachers’ moral education abilities. Growth mindset can influence development of teachers’ moral education abilities through its four elements, affecting teachers’ moral education professional knowledge, skills and ethics.

关 键 词：成长型思维 教师德育能力 德育能力发展 

分 类 号：G63[文化科学—教育学]