教育家精神研究的为何、何为和如何

Why,What,and How to Study the Spirit of Educators

教育家精神研究旨在为营造有利于教育家形成和卓越教师培养的文化提供鲜活的材料、为推动卓越教师培养提供智慧支持、为个体教师“修炼”提供精神食粮。教育家精神研究要基于教育家思想与活动演变、教育家的成长、教育家精神生成与发展三个方面,具体围绕教育家成长历程描写、教育家精神萌生与成熟过程的勾画、教育家精神的个体化提炼、教育家成长逻辑与教育家精神生成机理的揭示、教育家与教育家精神的辩证审视与时代价值阐发等展开讨论。教育家精神研究只有立足教育家所处时代,下沉到教育家的生活、学习、教育活动场域,进入教育家思想世界,综合考察教育家理想与世态、生态、心态、努力等因素,并基于“三线合一”的逻辑,综合使用个案研究、历史叙事、口述史、归纳法等方法,方能系统揭示教育家成长及教育家精神生成与发展的轨迹和机理,阐发教育家精神的时代价值,为当下教育提供智慧支持与精神引领。

Research on educators’spirit aims to provide fresh materials for creating a culture conducive to the formation of educators and the cultivation of excellent teachers,provide intellectual support for promoting the cultivation of excellent teachers,and provide mental food for individual teacher’s self-development.The study should carry out from three aspects including the evolution of educators'thoughts and activities,the growth of educators and the generation and development of educators'spirit,while the discussion should be held on the description of the growth process of educators,the outline of the process of the emergence and maturity of educators'spirit,the individualized refinement of educators'spirit,the revelation of the growth logic of educators and the generation mechanism of educators'spirit,and the dialectical examination of educators and educators'spirit and the interpretation of their value in the era.To systematically reveal the track and mechanism of the growth of educators and the generation and development of educators'spirit,elucidate the value of the times of educators'spirit,and provide wisdom support and spiritual guidance for contemporary education,the research should follow the logic of"three lines in one",use multiple methods in combination including case studies,historical narratives,oral histories,inductive methods,and walk deep into the life,study,educational activities and spiritual world of educators to discover the factors which constantly influence the development of educators'spirit including educators'ideals and the ways of the world,ecology,mentality,efforts and other factors while based on the era in which educators lived and living.