南昌大学学报（人文社会科学版）

实现教育高质量发展需要以教育家精神为指引、以培养教育家型教师为目标来加强高校教师队伍建设。高校教师作为一支肩负为党育人、为国育才使命的高水平职业队伍，需要用科学的职业生涯发展理论作指导，基于教师职业生涯发展理论构建教育家精神“三重特性+六点指向”解释框架，即：遵循理想信念引领性要求，将理想信念和道德情操要求指向教师的职业信仰和职业责任；遵循服务人民根本性要求，将仁爱之心和弘道追求指向教师的职业操守和职业品格；遵循教学育人科学性要求，将因材施教和求是创新指向教师的职业能力和职业素养。从理论、历史、现实等三个认知坐标出发，揭示教育家精神引领高校教师成长的内在机制机理。依据教育家精神引领高校教师成长的解释框架与蕴含的机制机理，从个体、组织、载体、社会等四个维度发力，通过创新教育实践、优化组织管理、搭建成长平台、提供社会支持来共同培养教育家型教师队伍。

Achieving high-quality educational development requires guiding principles rooted in the spirit of educators, with a focus on cultivating teachers who embody this spirit. University teachers, as a high-level professional group tasked with nurturing talent for the party and the nation, need to be guided by scientific career development theories. Based on the theory of career development of teachers, an interpretive framework for the “triple characteristics + six directions” of the educator spirit should be constructed. This involves adhering to the requirement of “ideological and moral guidance”, directing teachers' professional beliefs and responsibilities towards idealism and moral integrity; following the “fundamental service to the people” principle, steering teachers' professional ethics and character towards compassion and pursuit of truth; and complying with the “scientific nature of teaching and education”, aiming teachers' professional abilities and literacy at tailored instruction and innovation. Starting from three cognitive coordinates—theory,history, and reality—this framework reveals the intrinsic mechanisms by which the spirit of educators guides the growth of university teachers. Based on this framework and its underlying mechanisms, efforts should be made across four dimensions: individual, organizational, platform, and societal. By innovating educational practices, optimizing organizational management, establishing growth platforms, and providing social support,we can collectively cultivate a team of teacher-educators.