立德树人视域下发展型资助赋能师范生专业成长的内在逻辑、现实障碍与实现路径

The Intrinsic Logic, Practical Obstacles, and Implementation Pathways of Developmental Financial Aid in Empowering Pre-Service Teachers’ Professional Growth from the Perspective of Moral Education and Talent Cultivation

摘要: 立德树人是教育的根本任务。发展型资助不仅是新时代高等教育人文关怀与精准施策的发展趋势与要求，更是实现师范生全面发展的重要支撑。师范生专业成长作为教育质量提升的核心环节，直接关系到未来教师的育人能力和学生的全面发展，应当顺应发展型资助育人的教育方向。在此背景下，推动师范生专业发展，需要首先是足立德树人视域，其次明确发展型资助的价值，进而构建以“德”为内核的价值引领、以“全”为导向的全面发展和以“行”为路径的实践赋能的逻辑框架，并剖析现实障碍：理念异化、内容割裂、协同困境和评价失衡；并提出可操作的实践路径：包括构建立德树人核心价值体系，重构多维育人框架，完善内外协同生态，建立动态评价机制。

Abstract: Cultivating virtue and nurturing talent is the fundamental task of education. Development-oriented financial aid is not only a developmental trend and requirement for humanistic care and targeted policies in higher education in the new era but also a crucial support for the comprehensive development of teacher trainees. As a core component of enhancing educational quality, the professional growth of teacher trainees directly impacts the nurturing capabilities of future educators and the holistic development of students, necessitating alignment with the educational direction of development-oriented financial aid. Under this context, promoting the professional development of teacher trainees requires first establishing a perspective on cultivating virtue and nurturing talent, second clarifying the value of development-oriented financial aid, and then constructing a logical framework featuring “virtue” as the core of value guidance, “holistic” development as the orientation, and “practice” as the pathway, while analyzing practical obstacles (conceptual alienation, fragmented content, collaborative dilemmas, and evaluation imbalance). Additionally, actionable practical pathways are proposed, including establishing a core value system for cultivating virtue and nurturing talent, reconstructing a multidimensional educational framework, improving internal and external collaborative ecosystems, and creating a dynamic evaluation mechanism.