大学教师专业发展中人文精神的培育

发布时间：2018-03-30 18:29

本文选题：大学教师　切入点：专业发展　出处：《中国成人教育》2017年15期

【摘要】：人文精神包含三个方面的内容:主体精神、互动精神以及审美精神。因此,从人文精神的角度看,教师的专业发展是教师自己实施的发展过程,主要指教师作为发展主体实施自由创造的过程,教师作为环境的构成部分与外界环境之间进行互动的过程,同时也是教师的实践审美过程。目前的教师专业发展存在教师主体精神缺失,教师与其所依赖的生存环境之间缺乏互动形式,教师专业发展缺乏与历史、经验的交流以及教师专业发展的审美意蕴缺失的问题。鉴于此,教师要正视自己的"无知",树立发展和超越自我的决心和意志;坚定教育事业是一份崇高职业的信念;实施广泛阅读,学会创造,积极应对环境的各种变化;实施与先哲的对话活动;享受教育,进入审美之境。
[Abstract]:Humanistic spirit includes three aspects: subject spirit, interactive spirit and aesthetic spirit.Therefore, from the point of view of humanistic spirit, the professional development of teachers is the development process of teachers themselves, which mainly refers to the process of teachers implementing free creation as the main body of development.As a component part of the environment, teachers interact with the external environment, and it is also a practical aesthetic process of teachers.At present, the teachers' professional development is lack of teachers' subjective spirit, the lack of interaction between teachers and the living environment they depend on, the lack of teachers' professional development and history, the exchange of experience and the lack of aesthetic implication of teachers' professional development.In view of this, teachers should face up to their own "ignorance", set up the determination and will to develop and transcend themselves, firmly believe that education is a lofty profession, carry out extensive reading, learn to create, and actively respond to various changes in the environment;Carry out dialogue activities with sages; enjoy education and enter aesthetic environment.
【作者单位】：咸阳师范学院;
【基金】：陕西省教育科学“十三五”规划课题“转型及《国标》背景下地方高校英语专业实践教学研究”(编号:SGH16H190) 咸阳师范学院青年骨干教师培养项目(编号:XSYGG201610)的阶段性研究成果
【分类号】：G645.1

【相似文献】