| 江海昌,蔡安.教育家精神引领高校师范生培养：基本内涵、价值意蕴与实践路径[J].井冈山大学社科版,2025,46(6):94-101 |
| 教育家精神引领高校师范生培养：基本内涵、价值意蕴与实践路径 |
| Guiding the Cultivation of Future Teachers with Educator Ethos:Basic Connotations,Value Implication and Practical Path |
| 投稿时间：2025-04-25 |
| DOI：10.3969/j.issn.1674-8107.2025.06.011 |
| 中文关键词: 教育家精神 师范生 教师队伍建设 |
| 英文关键词: educator ethos future teachers building of teacher team |
| 基金项目:江西省教育科学“十四五”规划2022年度青年专项课题“党史融入高校思想政治教育的路径研究”(项目编号:22QN065); 南昌师范学院2025年度党建项目“基于高校典礼仪式的大学生党员理想信念教育研究”(项目编号:25DJZX07) |
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| 全文下载次数: 27 |
| 中文摘要: |
| 教育家精神作为教师职业精神的高度凝练与升华，是培育“大国良师”、推动国家强师战略深入实施的重要精神支柱和价值导向。教育家精神具有丰富内涵，包括理想信念、道德情操、育人智慧、躬耕态度、仁爱之心、弘道追求六个维度。教育家精神对于引领高校师范生继承中华优秀师道传统、赓续红色教育精神血脉，塑造师范学子崇高精神品格、锻造未来教育家型教师，以及深化高等教育综合改革、落实立德树人根本任务等方面具有重要的价值意蕴。因此，高校在师范生培养过程中，应深入挖掘并充分发挥教育家精神的引领作用，具体实践路径包括：一是以教育家精神为理论基石与行动指南，健全育人方式；二是以教育家精神为独特标识与精神内核，推进文化建设；三是以教育家精神为价值追求与行动准则，建立协作机制。 |
| 英文摘要: |
| Educator ethos, as a highly condensed and elevated professional spirit of teachers, is an important spiritual pillar and value orientation for cultivating “An Exemplary Teacher of the Nation” and promoting the implementation of the national strategy of strengthening teachers. The educator ethos with rich connotations includes six dimensions, i.e. ideal beliefs, moral sentiments, educational wisdom, cultivation attitude, benevolence, and pursuit of truth, etc. The educator ethos is endowed with important value implications for guiding future teachers in inheriting the excellent traditional Chinese teacher ethics,carrying forward the red education spirit, shaping their noble spiritual character, cultivating future teacher educator, and deepening the comprehensive reform of higher education and in fulfilling the fundamental task of fostering well-rounded young people with moral integrity. Therefore, in the process of cultivating of future teachers, the guiding role of the educator ethos should be fully played in the universities. Specific practical paths include:（1） to refine the educational methods and mechanisms by taking the educators ethos as theoretical cornerstone and guideline;（2） to promote cultural construction by taking educators ethos as a unique identifier and spiritual core;（3） to establish a collaborative mechanism by taking educators ethos as the value pursuit and guiding principle. |
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