“教育家精神”视域下和谐师生关系的构建研究——以某高校“十佳教师”为例

Research on the Construction of Harmonious Teacher-Student Relationship from the Perspective of “Educator Spirit”—Taking the “Top Ten Teachers” of a University as an Example

摘要: 在高等教育高质量发展与弘扬教育家精神的背景下，和谐师生关系构成立德树人任务的情感根基。当前有关抽象精神理念如何转化为师生互动行为并融入教师评价的研究仍较薄弱。本研究旨在揭示教育家精神视域下和谐师生关系构建机制，为深化教师评价改革提供依据。以某地方高校“最受学生欢迎的十佳教师”评选为个案，采用混合设计展开研究：对十二位教师事迹材料与深度访谈进行质性分析，同时基于480份学生问卷开展量化检验。结果发现，学生对好教师的评判呈“师德底线–教学核心–学术增值”三层架构；教育家精神的六个维度，分别经由教学能力、师德师风、学术水平三条路径具体影响和谐师生关系，并获得了学生群体的高度认同。研究表明，应以教育家精神为引领，通过教师自觉践行与学校制度保障双向协同，构筑既有边界感，又富有深度与温度的和谐师生关系。

Abstract: Under the background of the high-quality development of higher education and the promotion of the spirit of educators, the harmonious relationship between teachers and students constitutes the emotional foundation of the task of moral education. At present, the research on how abstract spiritual concepts are transformed into teacher-student interaction behaviors and integrated into teacher evaluation is still weak. The purpose of this study is to reveal the construction mechanism of harmonious teacher-student relationship from the perspective of educator spirit, and to provide a basis for deepening the reform of teacher evaluation. Taking the selection of the “top ten teachers most popular with students” in a local university as a case, a mixed design was used to conduct research: a qualitative analysis of the twelve teachers’ deeds and in-depth interviews, and a quantitative test based on 480 student questionnaires. The results show that students’ evaluation of good teachers is a three-tier structure of “teacher’s moral bottom line - teaching core - academic value-added”; the six dimensions of the educator’s spirit specifically affect the harmonious teacher-student relationship through the three paths of teaching ability, teacher ethics and academic level, and have been highly recognized by the student group. The research shows that we should take the spirit of educators as the guide, and build a harmonious teacher-student relationship with a sense of boundary, depth and temperature through the two-way coordination of teachers’ conscious practice and school system guarantee.