教育家精神引领高校青年教师专业发展路径研究

Research on the Professional Development Path of Young University Teachers Guided by the Spirit of Educators

摘要: 在加快建设教育强国的背景下，教育家精神为高校青年教师专业成长提供了价值坐标与行动指南。本研究基于自我决定理论、生态系统理论与反思性实践理论，系统建构了“价值引领–协同培育–实践赋能–保障支撑”四位一体的专业成长机制。研究认为，价值引领的本质是激活内在动机，通过满足自主性、胜任感、归属感三项基本心理需求，实现从外在调节向自主成长的转化；协同培育需遵循多层生态系统逻辑，政府、学校、高校、社会四个层次各有功能边界，过度行政化可能挤压专业自主空间；实践赋能的核心是构建“行动–反思–再行动”的闭环，反思性实践是连接教学经验与专业成长的关键中介；保障支撑需区分工具性支持、情感性支持与信息性支持的不同功能，三者缺一不可。在此基础上，本文分析了四维机制内部的三组理论张力及其边界条件。为理解教育家精神引领青年教师成长提供了系统的理论框架，但所建构机制尚待后续实证检验。

Abstract: Against the backdrop of accelerating the development of a powerful country in education, the Spirit of Educators provides value benchmarks and practical guidelines for the professional growth of young university teachers. Drawing on self-determination theory, the ecological systems theory and reflective practice theory, this study systematically constructs a four-in-one professional growth mechanism featuring “value guidance-collaborative cultivation-practical empowerment-support guarantee”. The study argues that the essence of value guidance lies in stimulating intrinsic motivation. By satisfying three basic psychological needs—autonomy, competence and relatedness, it facilitates the transformation from external regulation to selfdirected growth. Collaborative cultivation should follow the logic of multilayered ecosystems, in which the government, universities, higher-learning institutions and society each have their own functional boundaries, while excessive administrative intervention may encroach on the space for professional autonomy. The core of practical empowerment is to form a closed loop of “action-reflection-re-action”, and reflective practice serves as a critical mediator linking teaching experience to professional growth. Support guarantee needs to differentiate the respective functions of instrumental support, emotional support and informational support, all of which are indispensable. On this basis, this paper analyzes three sets of theoretical tensions and their boundary conditions within the four-dimensional mechanism. It offers a systematic theoretical framework for understanding how the Spirit of Educators drives the growth of young teachers, though the proposed mechanism awaits further empirical verification.