重庆文理学院学报（社会科学版）2026，Vol.45Issue(5)：96-105,10.DOI:10.19493/j.cnki.issn1673-8004.2026.05.009
教育家精神融入县域中小学教师专业发展:现实梗阻与循证理路
Integrating the Spirit of Educators into the Professional Development of County-Level Primary and Secondary School Teachers:Practical Obstacles and Evidence-Based Pathways
摘要
Abstract
The spirit of educators is an important end ogenous driving force for enhancing the professional quality of county-level teachers.Through logical deduction,this study reveals three predicaments currently facing the integration of the spirit of educators into the professional development of primary and secondary school teachers in county-level regions.First,there is a tension between theory and practice arising from the abstract nature of the spirit of educators and the complexity of county-level primary and secondary school teachers' professional development actions.Second,the cognitive and behavioral habits accumulated by teacher groups through long-term occupational socialization exert unintentional and implicit resistance against the spirit of educators as a new educational value symbol.Third,the misalignment between the instrumental rationality orientation of organizational systems and the value rationality pursuit of the spirit of educators severs,at the organizational level,the pathways for integrating the spirit of educators into teachers' professional development.To address these issues,this study deconstructs the three predicaments based on evidence-based theory and constructs an evidence-based integration model for the spirit of educators.Supported by this evidence-based model,the study proposes an evidence-empowered evidence-adaptation pathway to resolve the tension between theory and practice;guides teachers to overcome individual and collective resistance,breaking cognitive rigidity and behavioral fixation;and promotes the integration of the spirit of educators into the professional development of county-level primary and secondary school teachers through institutional embedding.关键词
教育家精神/县域/中小学教师/教师专业发展/循证/教育价值符号Key words
the spirit of educators/county-level regions/primary and secondary school teachers/teacher professional development/evidence-based/educational value symbol分类
社会科学引用本文复制引用
曾凡,贺能坤..教育家精神融入县域中小学教师专业发展:现实梗阻与循证理路[J].重庆文理学院学报（社会科学版）,2026,45(5):96-105,10.基金项目
全国教育科学规划教育部青年项目"当代中国乡村教育家群像研究"(ERA240431) （ERA240431）
重庆市教育科学规划项目"职业启蒙教育融入乡村小学课程的路径研究"(K24YY2130056). （K24YY2130056）
