教育家精神融入教师教育课程的教学模式构建——以《教育学原理》章节为例

Construction of a Teaching Model for Integrating the Educationalist Spirituality into Teacher Education Curriculum—A Case Study of a Chapter from Principle of Pedagogy

摘要: 本研究立足于教育强国建设对高素质教师队伍的迫切需求，聚焦传统师范生教育理论课程中价值导向模糊、教学内容空泛、教学方法单一及评价方式固化等突出问题。以《教育学原理》中“教育与人的发展”章节为实践载体，构建了“三阶四维五环”教学模式。该模式以教育家精神涵养为主线，确立了“知识认知、能力方法、价值情怀、信念志向”四维素养目标，围绕“课前共情认知–课中探究建构–课后迁移外化”三阶段设计教学流程，并通过“共情认知、价值冲突、案例研讨、体验反思、实践生成”五个环节构建完整教学闭环，促进教育家精神从情感认知到信念外化的渐进式转化，实现知识传授、能力培养与价值塑造的有机统一，为师范生教育理论课程改革提供了具有操作性的实践路径。

Abstract: Grounded in the urgent demand for high-quality teaching faculty essential for building a powerful education system, this study focuses on prominent deficiencies inherent in traditional preservice teacher education theory courses. These deficiencies include an ill-defined value orientation, impoverished instructional content, monotonous teaching methodologies, and rigid assessment paradigms. Utilizing the chapter “Education and Human Development” from Principle of Pedagogy as a practical vehicle, this research constructs a “Three-Stage, Four-Dimension, Five-Component” instructional model. This model is architected with the cultivation of the educationalist spirituality as its central thread. It establishes four-dimensional competency objectives: Knowledge and Cognition, Competence and Methodology, Value and Sentiment, and Belief and Aspiration. The teaching process is strategically designed around three sequential stages: “Pre-class Empathic-Cognition In-class Inquiry and Construction-Post-class Transfer and Externalization”. This process is operationalized through a cohesive instructional closed-loop comprising five integral components: Empathic Engagement, Value Conflict, Case Study, Experiential Reflection, and Practical Generation. This structured framework facilitates the progressive transformation of the educationalist spirituality, guiding students from initial affective awareness and cognitive understanding towards ultimate belief internalization and behavioral externalization. Consequently, it achieves an organic unification of knowledge transmission, capacity cultivation, and value shaping, thereby furnishing an operationalizable practical pathway for the reform of preservice teacher education theory courses.