师范生“好教师”的形象构建及其情感素养的培育

The Construction of “Good Teachers” Image of Normal Students and the Cultivation of their Emotional Literacy

在职前教育中,师范生结合教育经历中的切身体验和理论认知,赋予“好教师”何种内涵,会影响其职业定向和从教信念,以及将来投身于教育事业的身份认同和情感认同。其描述的“好教师”形象,在拥有深厚的学科知识和较强的教学能力外,情感素养为重要因素,这意味着情感育人成为新的师德内涵。培养未来教师的情感素养,可继承传统好教师的伦理美德,引导师范生理解教育现实,以美好的发展愿景鼓舞他们,这对提升师德的情感内涵和以情育人有正向价值。

In pre-service education, the connotation of “good teacher” given by normal students combined with their personal experience and theoretical construction in educational experience will affect their professional orientation and teaching beliefs, as well as their identity and emotional identity to devote themselves to education in the future. The image of “good teacher” described by them, in addition to having profound subject knowledge and strong teaching ability, emotional literacy is an important factor, which means that emotional education has become a new connotation of teachers’ morality. Cultivating the emotional literacy of future teachers can inherit the ethical virtues of traditional good teachers, guide normal students to understand the educational reality and inspire them with a beautiful development vision, which has positive value for improving the emotional connotation of teachers’ morality and educating people with emotion.