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论教育家精神的历史源流、时代意蕴与实践理路 被引量:2

On the Historical Origins,Contemporary Implications and Practical Routes of the Spirit of Educators
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摘要 教育大计,教师为本。强教必先强师,加快建设教育强国,基点在基础教育,龙头是高等教育,核心是教师。教育家是教师,更是教师群体中的模范。在习近平新时代中国特色社会主义思想指引下,系统梳理中国教育家精神的历史源流,科学阐释中国教育家精神的时代意蕴,理性提出中国教育家精神传承弘扬的实践路径,有助于高效推动中国式教师教育现代化、加快建设高素质专业化教师队伍、持续健全中国特色教师教育体系,从而培育造就更多教育家型教师、校长和官员,为全面推进中华民族伟大复兴提供教育、科技、人才三位一体战略支撑。 The education plan is teacher-oriented.To strengthen education,we must first enhance teachers.The foundation is basic education,higher education is at the forefront,and teachers are the core of accelerating the construction of an educational powerhouse.Educators are not only teachers,but also role models within the teacher community.The article is guided by the ideology of socialism with Chinese characteristics in the new era of Xi Jinping,which has a systematic review of the historical origins of the spirit of Chinese educators,a scientific interpretation of the contemporary significance of the spirit of Chinese educators,and a rational proposal for the practical path of inheriting and promoting the spirit of Chinese educators.This research helps to efficiently promote the modernization of Chinese-style teacher education,accelerate the construction of high-quality and professional teacher teams,as well as continuously improve the teacher education system with Chinese characteristics,thereby cultivating educationist-oriented teachers,principals and officials,provide strategic support for the comprehensive promotion of the great rejuvenation of the Chinese nation through the integration of education,technology and talent.
作者 冯用军 赵雪 FENG Yong-jun;ZHAO Xue(Faculty of Education,Shaanxi Normal University,Xi'an 710062,Shaanxi;School of Marxism,Shaanxi Normal University,Xi'an 710119,Shaanxi)
出处 《当代教师教育》 2023年第4期1-8,共8页 Contemporary Teacher Education
基金 陕西师范大学教改项目“《大学生劳动教育》课程教学评价改革与实践”(23GGYS-JG11) 陕西师范大学“教育家精神”研究项目“中国高等教育学家潘懋元精神研究”(JYJYB02)。
关键词 教师 教育家 教育家精神 教师教育 教育强国 teachers educators the spirit of an educator teacher education educational powerhouse
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