教育理论与实践

教育家精神是对教师的职业使命和事业态度的凝练与升华，为新时代广大教师如何发展、如何育人、如何成“家”提供了理论指引和实践指南。作为弘扬与践行教育家精神的关键主体，教师领悟教育家精神的内涵、建构相应的解释体系以及外化教育家精神实质的过程，本质上构成了教育家精神的自我叙事体系。这一叙事过程实则是教师职业信仰建设的价值反映、专业品质形成的结果呈现和教育生命活动展演的意义绘制，具有主体反思性、内容独特性、根基实践性和话语生活性等特质。在实际叙事过程中，教师是通过认知叙事、话语叙事和行为叙事的互动表征，述说着自身对教育家精神理解、认同和转化的生命建构事实。未来，广大教师应更加重视个体体悟、强化情境感知和拓展实践支撑，推动自我精神重建与劳动实践创生，逐步成长为“教育家型教师”。

The educator spirit is the condensation and sublimation of teachers' professional mission and career attitude,which provides theoretical and practical guidance for how teachers develop themselves,educate students and become educators in the new era. As the key subject of promoting and practicing the educator spirit,teachers comprehend the connotation of the educator spirit,construct the corresponding interpretation system,and externalize the essence of the educator spirit,which essentially constitutes the self-narrative system of the educator spirit. This narrative process is the reflection of the value of teachers' professional belief construction,the presentation of the results of the formation of professional quality,and the drawing of the meaning of the performance of educational life activities,which has the characteristics of subject reflection,content uniqueness,fundamental practice and discourse life. In the actual narrative process,teachers narrate the facts of life construction on their understanding,acknowledgement,and transformation of the educator spirit through the interactive representation of cognitive narrative,discursive narrative and behavioral narrative. In the future,teachers should place greater emphasis on personal reflection,enhance situational awareness,and broaden practical support mechanisms. This will facilitate their self-spiritual reconstruction and the creative enactment of their pedagogical practice,enabling them to progressively evolve into“educator-type teachers”.