Vigorously Promote the Unique Spirit of Chinese Educators

On the occasion of the 41st Teachers’ Day, General Secretary Xi Jinping replied to the representatives of the national special-post teachers, fully affirming the dedication and sense of responsibility of the vast number of special-post teachers who have actively devoted themselves to rural education over the 20 years since the implementation of the “Special-Post Plan” [1]1 The “Special-Post Plan” (特岗计划) is a national program launched in 2006 to recruit college graduates to teach in rural schools in underdeveloped regions, aiming to improve educational equity and quality., “rooting themselves at the three-foot podium, diligently cultivating, and silently contributing.” He earnestly hoped that teachers would “continue to hold fast to their original aspiration in education, constantly improve their ability to teach and educate, carefully and affectionately guide children’s healthy growth, and strive to cultivate more socialist builders and successors who are well-developed morally, intellectually, physically, aesthetically, and labor-wise.”

在第四十一个教师节到来之际，习近平总书记给全国特岗教师代表回信，充分肯定“特岗计划”实施20年来广大特岗教师积极投身乡村教育事业，“扎根三尺讲台，潜心耕耘、默默奉献”的情怀与担当，殷切希望广大教师“继续坚守教育初心，不断提高教书育人本领，用心用情呵护引导孩子们健康成长，努力培养出更多德智体美劳全面发展的社会主义建设者和接班人”。

Special-post teachers are an important force and a vivid embodiment of the spirit of educators. Rooted in the front line of rural education, overcoming difficulties such as harsh conditions and resource scarcity, they implement the fundamental task of fostering virtue through education [2]2 “Fostering virtue through education” (立德树人) is a core principle of Chinese education, emphasizing moral cultivation as the foundation of talent development. with a high sense of responsibility and mission, promoting educational equity and quality improvement. Through practical action, they interpret the rich connotation of the spirit of educators: “the ideal and belief of having the greater self in mind and serving the country with utmost loyalty; the moral sentiment of words being models for scholars and deeds being standards for the world; the educational wisdom of enlightening wisdom, moistening hearts, and teaching according to aptitude; the diligent and dedicated attitude of studying diligently, acting earnestly, seeking truth, and innovating; the benevolent heart of delighting in teaching, loving students, and willingly contributing; and the grand pursuit of embracing the world and transforming people through culture.”

特岗教师是践行教育家精神的重要力量和生动体现。他们扎根农村教育一线，克服条件艰苦、资源匮乏等困难，以高度的责任感和使命感落实立德树人根本任务，推动教育公平与质量提升，用实际行动诠释了教育家精神“心有大我、至诚报国的理想信念，言为士则、行为世范的道德情操，启智润心、因材施教的育人智慧，勤学笃行、求是创新的躬耕态度，乐教爱生、甘于奉献的仁爱之心，胸怀天下、以文化人的弘道追求”的丰富内涵。

To vigorously promote and implement the spirit of educators, we must take research and interpretation as the foundation, cultural inheritance as the thread, promotion and dissemination as the axis, and practice and implementation as the guiding principle. Through comprehensive institutional building, we must achieve the transformation and leap from “spiritual guidance” to “conscious action,” injecting an inexhaustible spiritual impetus into cultivating a high-quality teaching force for the New Era [3]3 The “New Era” (新时代) refers to the period since the 19th National Congress of the CPC in 2017, marking a new historical juncture for socialism with Chinese characteristics., and providing strong spiritual support for building China into a leading country in education.

大力弘扬落实教育家精神，要以研究阐释为基、以文化传承为脉、以弘扬传播为轴、以践行实践为纲，通过全方位的机制建设，实现从“精神引领”到“行动自觉”的转化与跨越，为培养造就新时代高水平教师队伍注入不竭的精神动力，为教育强国建设提供强大的精神支撑。

Systematic research and interpretation are the foundation.

系统开展研究阐释是基础

Since the 18th National Congress of the CPC [4]4 The 18th National Congress of the CPC was held in 2012, marking the beginning of Xi Jinping’s leadership and a new phase of reform and opening up., General Secretary Xi Jinping has always attached great importance to the building of the teaching force. From proposing “good teachers with four qualities” [5]5 “Good teachers with four qualities” (四有好老师) refers to teachers with ideals and convictions, moral sentiments, solid knowledge, and a benevolent heart., “four guides” [6]6 “Four guides” (四个引路人) refers to teachers as guides for students’锤炼品格, learning knowledge, innovative thinking, and dedication to the motherland., and “four unities” [7]7 “Four unities” (四个相统一) refers to unifying teaching and education, theoretical and practical guidance, academic freedom and academic norms, and serving the Party and the people., to advocating the educational realm of the “great master” [8]8 “Great master” (大先生) is a traditional Chinese term for a revered teacher of profound learning and moral character, here applied to modern educators., and then to distilling the “unique spirit of Chinese educators,” the connotation of teaching force building has been continuously enriched and developed. This process is both a creative transformation of Marxist educational theory and an innovative development of the educational wisdom within fine traditional Chinese culture.

党的十八大以来，习近平总书记始终高度重视教师队伍建设。从提出“四有”好老师、“四个引路人”“四个相统一”，到倡导“大先生”的教育境界，再到凝练“中国特有的教育家精神”，教师队伍建设的内涵不断丰富和发展。这一进程既是对马克思主义教育理论的创造性转化，也是对中华优秀传统文化中教育智慧的创新性发展。

Promote vertical and coherent research. Construct a three-dimensional research framework of “history—theory—reality,” deeply excavating the treasure trove of Chinese educational thought throughout the ages. From Confucius’s “education for all without distinction” [9]9 “Education for all without distinction” (有教无类) is a Confucian principle advocating equal access to education regardless of social background., Zhu Xi’s “investigating things to extend knowledge” [10]10 “Investigating things to extend knowledge” (格物致知) is a Neo-Confucian concept from Zhu Xi, emphasizing the pursuit of knowledge through the study of phenomena., to Tao Xingzhi’s “life education” [11]11 “Life education” (生活教育) is a theory by Tao Xingzhi (1891–1946), a Chinese educator, linking education to real-life experiences., and then to the educational practices of “people’s educators” since the founding of New China, especially focusing on the educational wisdom displayed by current teacher groups in rural revitalization, science education, and the cultivation of top-notch innovative talents, comprehensively sort out the historical evolutionary logic of the unique spirit of Chinese educators. Focus on the Party and state’s educational policies in the New Era, implement the fundamental task of fostering virtue through education, construct a knowledge genealogy that explains the spirit of Chinese educators, and systematically elucidate Chinese people’s reflections on the purpose, methods, content, and realm of education. Strengthen research on guiding the building of the teaching force in the New Era with the spirit of educators, assist in educational transformation and reform, promote educational modernization, and drive China’s contribution to global educational governance with Chinese solutions, becoming a powerful driving force leading the development of education in the New Era.

推动纵向贯通研究。构建“历史—理论—现实”的三维研究框架，深入挖掘中国历代教育思想宝库。从孔子的“有教无类”、朱熹的“格物致知”，到陶行知的“生活教育”，再到新中国成立以来“人民教育家”的教育实践，特别是聚焦当前阶段教师群体在乡村振兴、科学教育、拔尖创新人才培养等中展现的育人智慧，全面梳理中国特有的教育家精神的历史演进逻辑。聚焦新时代党和国家的教育方针，落实立德树人根本任务，构建解释中国教育家精神的知识谱系，系统阐释中国人对教育目的、方法、内容、境界等多方面的思考。强化以教育家精神引领新时代教师队伍建设研究，助力教育变革转型、推进教育现代化，推动以中国方案贡献全球教育治理，成为引领新时代教育事业发展的强大动力。

Emphasize horizontal comparative research. First, compare theoretical roots and deepen the integration of roots, focusing on comparing the core differences and commonalities between Marxist educational theory, fine traditional Chinese culture, and Western educational theory. Through critical analysis, break the mindset of “interpreting China through the West,” and promote the construction of a global comparative paradigm of equal dialogue and mutual learning between Eastern and Western educational wisdom. Second, compare value cores, highlighting the subjectivity of the spirit of educators, connecting both Chinese local practice and paying attention to common human values, systematically explaining the similarities and differences between the professional ethics, educational ideals, and action power of Chinese teacher groups and the spiritual traits of educators in other countries. Rooted in Chinese educational practice, highlight the national characteristics of the spirit of educators, while placing it within the perspective of common human values to explain its global significance. Third, compare discourse systems, balancing internationalization and localization, constructing an educational discourse system with Chinese characteristics and an independent knowledge system. In horizontal reference, clarify the unique contributions of Chinese pedagogy in solving global educational problems (such as educational equity, quality improvement, and digital transformation), establish the coordinate positioning of Chinese pedagogy in the global academic landscape, provide theoretical support for building China into a leading country in education in the New Era, and contribute Chinese solutions to the development of human education.

注重横向对比研究。一比理论根源，深化融合根源，着重对比马克思主义教育理论、中华优秀传统文化与西方教育理论的核心差异与相通之处。通过批判性辨析，破除“以西释中”的思维定式，推动构建东西方教育智慧平等对话、互学互鉴的全球比较范式。二比价值内核，要彰显教育家精神的主体性，既贯通中国本土实践，又关注人类共同价值，系统阐释中国教师群体职业道德、教育理想和行动力量与其他国家教育工作者精神特质的异同。既扎根中国教育实践，凸显教育家精神的民族特性，又要置于人类共同价值的视野下，阐释世界意义。三比话语体系，平衡国际化与本土化，构建具有中国特色的教育学话语体系和自主知识体系。在横向参照中，明晰中国教育学在解决全球性教育问题（如教育公平、质量提升、数字化转型）上的独特贡献，确立中国教育学在全球学术版图中的坐标定位，为新时代教育强国建设提供理论支撑，为人类教育发展贡献中国方案。

Conduct research on the integration of digital intelligence. Currently, technologies such as big data and artificial intelligence are reshaping the educational ecosystem, injecting new contemporary connotations into the spirit of educators. The “Outline of the Plan for Building a Leading Country in Education (2024–2035)” [12]12 The “Outline of the Plan for Building a Leading Country in Education (2024–2035)” is a national policy document guiding China’s educational development goals and strategies. clearly states the need to “promote artificial intelligence to assist educational reform” and “develop new types of digital educational resources.” On the one hand, we must promote the construction of a multi-dimensional database on the spirit of educators, systematically collect the growth experiences, educational practices, and ideological literature of educators throughout history, structurally analyze the core and changes of the spirit of educators, and form a spiritual gene bank spanning time and space. On the other hand, teachers themselves should also become drivers of the digital-intelligent educational ecosystem, able to proficiently master intelligent teaching tools (such as AI teaching assistants and virtual teaching and research offices), transform the spirit of educators into the ability to develop digital educational resources, possess cross-border innovation and critical thinking skills, and adapt to the rapidly changing educational environment of the digital-intelligent era. At the same time, emphasize multi-disciplinary collaborative empowerment of research paradigm innovation, integrating theories from pedagogy, history, philosophy, psychology, sociology, and other disciplines, combined with artificial intelligence empowerment, to promote the formation of a new theoretical research paradigm that is interactive, inheritable, and verifiable.

开展数智融合研究。当前，大数据、人工智能等技术正在重塑教育生态，为教育家精神注入新的时代内涵。《教育强国建设规划纲要（2024—2035年）》明确提出，要“促进人工智能助力教育变革”“开发新型数字教育资源”。一方面，要推动构建教育家精神多维数据库，系统采集历代教育家的成长经历、教育实践与思想文献等，结构化解析教育家精神内核与变迁，形成跨越时空的精神基因库。另一方面，教师本身也应成为数智化教育生态的驱动者，能够熟练掌握智能教学工具（如AI教研助手、虚拟教研室等），将教育家精神转化为数字教育资源开发能力，具备跨界创新和批判性思维能力，适应数智时代快速变化的教育环境。同时，注重多学科协同赋能研究范式创新，融合教育学、历史学、哲学、心理学、社会学等多学科理论，结合人工智能赋能，推动形成可交互、可传承、可验证的理论研究新范式。

Highlighting the characteristics of Chinese civilization is the core.

凸显中华文明特质是核心

Chinese civilization possesses outstanding continuity, innovativeness, unity, inclusiveness, and peacefulness. The unique spirit of Chinese educators and Chinese civilization share a deep value isomorphism and practical interembedding relationship. It is not only an inheritance and continuation of fine traditional Chinese culture but also an inheritance and promotion of revolutionary culture and advanced socialist culture, and moreover, a response to the innovative culture of the times.

中华文明具有突出的连续性、创新性、统一性、包容性、和平性。中国特有的教育家精神与中华文明之间存在深层的价值同构和实践互嵌关系，它不仅是对中华优秀传统文化的传承赓续，也是对革命文化和社会主义先进文化的传承与弘扬，更是对创新文化的时代回应。

Grasp the roots of Chinese culture. The educational wisdom of Chinese civilization provides an inexhaustible source of thought for the spirit of educators. We must deeply explore the historical origins and evolution of the unique spirit of Chinese educators in the New Era, and sort out the elements of the spirit of educators in Chinese civilization that have important implications for building a leading country in education. From the dialectical wisdom of “teaching benefits teachers and students alike” in the “Record on the Subject of Education” [13]13 The “Record on the Subject of Education” (学记) is an ancient Chinese text on education, part of the Book of Rites, dating from the Warring States period., to Wang Yangming’s practical philosophy of “unity of knowledge and action” [14]14 “Unity of knowledge and action” (知行合一) is a key concept in the philosophy of Wang Yangming (1472–1529), a Ming dynasty Neo-Confucian thinker.; from the free lecturing tradition of the Jixia Academy [15]15 The Jixia Academy (稷下学宫) was a renowned center of learning in the state of Qi during the Warring States period (4th–3rd century BCE), known for its free academic debate., to the “joint lecture” education model of the academy system, and then to the efforts to save the nation through education in modern times; from Zhang Zai’s mission of “establishing the heart for heaven and earth” [16]16 “Establishing the heart for heaven and earth” (为天地立心) is a famous quote from the Song dynasty philosopher Zhang Zai (1020–1077), expressing a scholar’s mission to uphold cosmic and moral order., to Gu Yanwu’s sentiment of “everyone is responsible for the rise and fall of the world” [17]17 “Everyone is responsible for the rise and fall of the world” (天下兴亡，匹夫有责) is a patriotic maxim attributed to the Ming-Qing scholar Gu Yanwu (1613–1682)., and then to Cai Yuanpei’s broad-mindedness of “freedom of thought, inclusiveness and compatibility” [18]18 “Freedom of thought, inclusiveness and compatibility” (思想自由，兼容并包) was the educational philosophy of Cai Yuanpei (1868–1940), a prominent educator and president of Peking University., the spirit of educators, through the contemporary transformation of these civilizational genes, has shaped a unique cultural character.

把握中华文化根系。中华文明的教育智慧，为教育家精神提供了取之不尽的思想源泉。要深入探讨新时代中国特有的教育家精神的历史渊源与演进研究，梳理中华文明中对建设教育强国有重要启示的教育家精神元素。从《学记》“教学相长”的辩证智慧，到王阳明“知行合一”的实践哲学；从稷下学宫的自由讲学传统，到书院制度的“会讲”育人模式，再到近代教育救国的努力探索；从张载“为天地立心”的使命担当，到顾炎武“天下兴亡，匹夫有责”的家国情怀，再到蔡元培“思想自由，兼容并包”的广阔胸怀，教育家精神正是通过对这些文明基因的当代转化，塑造了独特的文化品格。

Promote international mutual learning among civilizations. We must take the spirit of educators as a bond for mutual learning and dialogue among civilizations, build a global educational community ecosystem, and promote spiritual resonance between Chinese and foreign educators in two-way mutual learning and interaction. We must both promote Chinese educational wisdom to “go global,” through innovative educational assistance paradigms, expanding dimensions of people-to-people and cultural exchanges, cultivating international educational brands, and sending educational governance talents, participating in global educational governance with an open and inclusive attitude; and also enhance the influence of Chinese academic discourse by building transnational educational cooperation platforms, upgrading mechanisms for Sino-foreign cooperative education, and improving systems for visiting and exchange studies, so that the world can understand a true, multi-dimensional, and comprehensive China, especially Chinese education. When the spirit of educators forms a value resonance with global educational transformation with an open mind, the innovative character of Chinese civilization will contribute unique wisdom to shaping a new form of human educational civilization.

推进国际文明互鉴。要以教育家精神为文明互鉴与对话的纽带，构建全球教育共同体生态，促进中外教育者在双向互鉴、互动中实现精神共鸣。既要推动中国教育智慧“走出去”，通过创新教育援助范式、拓展人文交流维度、培育国际教育品牌、输送教育治理人才等多元路径，以开放包容的姿态参与全球教育治理，也要通过搭建跨国教育合作平台、升级中外合作办学机制、完善访学交流制度，提升中国学术话语影响力，让世界了解真实、立体、全面的中国尤其是中国教育。当教育家精神以开放胸襟与全球教育变革形成价值共振时，中华文明的创新品格将为人类教育文明新形态的塑造贡献独特智慧。

Firmly construct cultural confidence. The spirit of educators is an important engine for constructing cultural confidence among the teaching force. A teaching force cultivated with the spirit of educators serves as “torchbearers of culture”; their classroom teaching, teacher-student interactions, teaching-research innovations, and other activities continuously generate micro-level practical fields of cultural confidence. For example, Huang Danian’s [19]19 Huang Danian (1958–2017) was a renowned Chinese geophysicist who gave up a prestigious career in the UK to return to China, making significant contributions to deep-earth exploration and national defense technology. He is widely celebrated as a model of patriotic dedication. patriotic sentiment of “having a great self in one’s heart, serving the country with utmost sincerity” both inherits the traditional ideal of “cultivating oneself, regulating the family, governing the state, and bringing peace to all under heaven” and endows it with the contemporary connotation of serving the national strategy. The group of teachers underpinned by the spirit of educators, like a flowing chain of cultural genes, continuously drives Chinese culture to renew and transcend itself, and through the micro-level practices of teachers, transforms “cultural confidence” into the educational details of thousands of classrooms, elevating cultural confidence from intellectual cognition to value identification. Using education as a vehicle, it achieves the creative transformation and international dissemination of the spiritual symbols of Chinese civilization, forming an endogenous cultural force and a virtuous cycle of cross-cultural mutual learning.

坚定文化自信建构。教育家精神是教师队伍文化自信建构的重要引擎。以教育家精神培育的教师队伍是“文化火炬手”，其课堂教学、师生互动、教研创新等行为，持续生成文化自信的微观实践场域。例如，黄大年“心有大我、至诚报国”的爱国情怀，既传承了“修身齐家治国平天下”的传统理想，又赋予其服务国家战略的时代内涵。以教育家精神为底色的教师群体，如同流动的文化基因链，持续推动中华文化不断自我革新和超越，并通过教师的微观实践将“文化自信”转化为千万课堂的育人细节，使文化自信从知识认知升华为价值认同，并以教育为载体，实现中华文明精神标识的创造性转化与国际化传播，形成内生性的文化力量和跨文化互鉴的良性循环。

Comprehensively constructing a communication system is the guarantee.

全面构建传播体系是保障

The vitality of the spirit of educators lies in its dissemination and practice. It is necessary to break through reliance on traditional paths and construct a three-dimensional communication matrix with school education as the main body, media dissemination as an extension, and social participation as support, achieving a deep integration of spiritual inheritance and the needs of the times, forming a broad consensus and favorable atmosphere for vigorous promotion and practice throughout society, and enhancing the “infectiousness, penetrative power, and guiding force” of communication.

教育家精神的生命力在于传播与践行。需突破传统路径依赖，构建以学校教育为主体、媒体传播为延伸、社会参与为支撑的立体化传播矩阵，实现精神传承与时代需求的深度融合，在全社会形成大力弘扬践行的广泛共识和良好氛围，增强传播的“感染力、穿透力、引导力”。

Optimize the mechanism for selecting and publicizing exemplary figures. The selection and publicizing of exemplary teachers is the prerequisite and foundation for increasing the intensity of teacher honors and commendations and telling the stories of Chinese educators well. Regarding selection criteria, a review committee composed of diverse representatives from the education field should be established, and evaluation indicators should be refined in conjunction with educational practice to ensure the criteria are scientifically adapted to the contexts of different regions, categories, and school levels. Regarding selection procedures, a transparent operational system with full-process information disclosure and third-party supervision should be constructed. Regarding selection methods, greater attention should be paid to the continuity and stability of educators’ long-term practice of the spirit of educators, employing multiple evaluation subjects including students, peers, parents, and society to comprehensively reflect the effectiveness of their educational practice. Regarding the use of selection results, the development of exemplary figures such as special-post teachers, teachers aiding Tibet (Xinjiang), and model teachers should be regularly tracked, continuous support provided to stimulate innovative vitality, and their deeds publicized through multiple channels to strengthen the demonstration effect of role models.

优化典型选树机制。优秀教师典型选树，是加大教师荣誉表彰力度、讲好中国教育家故事的前提和基础。在选树标准上，要组建由教育领域多方代表组成的评审委员会，结合教育实践细化评估指标，确保标准科学适配不同地域、类别和学段的情景。在选树程序上，要构建全流程信息公开和第三方监督的透明化运作体系。在选树方式上，要更加关注教育工作者长期践行教育家精神的持续性与稳定性，采用学生、同行、家长及社会多元评价主体，全面反映其教育实践成效。在对选树结果的运用上，要定期跟踪特岗教师、援藏（疆）教师、模范教师等典型人物发展，提供持续支持以激发创新活力，并通过多渠道宣传其事迹，强化榜样示范效应。

Construct a learning and publicity matrix. In practice, this is embodied in constructing a “full-media, full-domain, full-cycle” learning and publicity matrix. Attention should be paid to promoting the popularization and transformation of academic discourse, concretizing the profound connotation of the “spirit of educators” into films and TV dramas, special-topic books and periodicals, stage plays, short-video stories, publicity catchphrases, campus cultural corridors, community interaction cases, and so on. Full-media resources should be integrated to form a combined communication force, implementing stratified and categorized precise communication, using diverse channels such as television, newspapers, the internet, and social media for extensive publicity, by opening special columns and programs on the spirit of educators to deeply report on the deeds and spiritual connotations of educators; offline, immersive activities such as educator forums, itinerant lectures, thematic lectures, specialized courses, essay competitions, and campus dramas should be carried out to promote the spirit of educators entering schools, classrooms, and communities.

构建学习宣传矩阵。在实践中，这体现为构建“全媒体、全领域、全周期”学习宣传矩阵。要注重推动学术话语大众化转化，将“教育家精神”的深刻内涵，具象化为影视剧、专题图书报刊、舞台剧、短视频故事、宣传金句、校园文化长廊、社区互动案例等。要整合全媒体资源形成传播合力，实施分层分类精准传播，借助电视、报刊、网络、社交媒体等多样化渠道进行广泛宣传，通过开设教育家精神专栏、专题节目，深入报道教育家的事迹和精神内涵；在线下开展教育家论坛、巡回宣讲、主题讲座、专门课程、征文竞赛、校园戏剧等沉浸式活动，推动教育家精神进校园、进课堂、进社区。

Expand public participation and establish a collaborative communication mechanism of “government-led, school-based, society-participated.” Policy support from the government and education departments is the foundational guarantee; schools promote the spirit of educators to take root and flourish by improving rules and regulations, optimizing mechanisms for selecting and publicizing exemplary figures, and strengthening the system for building teacher ethics and conduct. Advocate for the participation of the whole society, radiating the spirit of educators to underdeveloped regions through educational public welfare projects and digital technology, overcoming regional differences and cross-cultural barriers, and forming a long-term mechanism for society to support rural education. Establish a scientific communication effectiveness evaluation system, using big data analysis technology to assess the communication effectiveness of each channel in real time, constructing a multi-dimensional, three-dimensional, and intelligent communication system, creating a social atmosphere of respecting teachers and valuing education, and stimulating deep reflection on the essence of education across society.

扩大社会公众参与，建立“政府主导—学校主体—社会参与”的协同传播机制。政府和教育部门的政策支持是基础保障，学校通过完善规章制度、优化典型选树与传播机制、强化师德师风建设体系等措施，推动教育家精神落地生根。倡导全社会共同参与，通过教育公益项目、数字化技术将教育家精神辐射至欠发达地区，克服区域差异和跨文化障碍，形成社会助力乡村教育的长效机制。建立科学的传播效果评估体系，运用大数据分析技术实时评估各渠道传播效能，构建多维度、立体化、智能化的传播体系，营造尊师重教的社会氛围，激发全社会对教育本质的深度思考。

Perfecting the path for promotion and practice is the key.

完善弘扬践行路径是关键

Today, as the construction of a strong educational nation advances in depth, the spirit of educators has transcended the conceptual category and become an important driving force for high-quality development of education. To transform this spirit from a conceptual blueprint into vivid practice in the educational field, it is necessary to construct a three-in-one practice path of “cultivation, evaluation, and coordination,” enabling it to be truly internalized as the professional gene of teachers and externalized as an enhancement of the effectiveness of educational governance.

在教育强国建设纵深推进的今天，教育家精神已超越概念范畴，成为推动教育高质量发展的重要动力。要让这种精神从理念图谱转化为教育现场的生动实践，需构建“培养—评价—协同”三位一体的践行路径，使其真正内化为教师的职业基因，外显为教育治理的效能提升。

Empower teachers’ lifelong development. Teachers’ lifelong development is an important vehicle for the implementation of the spirit of educators. It is necessary to vigorously implement actions to forge strong teachers with the spirit of educators, improve the integrated mechanism for pre-service and in-service teacher education, systematically incorporate the cultivation of the unique spirit of Chinese educators into all stages of normal student training, in-service teacher training, and teacher career development, and integrate it throughout the implementation of national plans such as the “Strong Teacher Plan,” [20]20 The “Strong Teacher Plan” (强师计划) refers to a national initiative to strengthen the teaching force, particularly in underdeveloped regions. the “Excellent Teacher Plan,” [21]21 The “Excellent Teacher Plan” (优师计划) is a national program to cultivate high-quality teachers, especially for rural and remote areas. the “Normal Education Collaborative Quality Improvement Plan,” [22]22 The “Normal Education Collaborative Quality Improvement Plan” (师范教育协同提质计划) is a policy to improve the quality of teacher education through collaboration among normal universities. and the “National Excellent Plan,” [23]23 The “National Excellent Plan” (国优计划) is a national program to recruit and train top-tier teachers, often targeting graduates from prestigious universities. encouraging teachers to go to the places where the motherland and the people need them most to impart knowledge and educate people. A growth pathway of “special-post teacher, backbone teacher, educator-type teacher” should be established to provide continuous development support for rural teachers. The layout and structure of teacher education should be continuously optimized, the ecology of teacher professional development restructured, and efforts made to build a “university, local government, research institution, various schools” four-in-one teacher education development system, strengthen the integrated teacher training platform for primary and secondary schools, form an open and flexible pattern with normal universities as the main body and comprehensive universities participating together, and explore the construction of a cooperative, symbiotic, and coordinated teacher growth community.

赋能教师终身发展。教师的终身发展是教育家精神落地的重要载体，要大力实施教育家精神铸魂强师行动，完善教师职前职后教育一体化机制，将涵育中国特有的教育家精神系统性地纳入师范生培养、教师职后培训及教师职业发展各阶段，贯通“强师计划”“优师计划”“师范教育协同提质计划”“国优计划”等国家计划实施全过程，鼓励到祖国和人民最需要的地方传道授业、教书育人。要建立“特岗教师—骨干教师—教育家型教师”的成长通道，为乡村教师提供持续发展支持。要不断优化教师教育布局结构，重构教师专业发展生态，努力打造“高校—地方政府—科研机构—各类学校”四位一体的教师教育发展体系，建强中小学一体化教师培养培训平台，形成以师范院校为主、综合大学共同参与的开放灵活格局，探索构建合作共建、共生发展、协同联动的教师成长共同体。

Construct a scientific evaluation system. A scientific evaluation mechanism is an important baton for the implementation of the spirit of educators. Traditional quantitative assessment systems over-rely on quantitative indicators such as the number of papers and enrollment rates, leading teachers into “indicator anxiety” and easily alienating them from the essence of education. It is necessary to uphold the first standard of teacher ethics and conduct, improve long-term mechanisms, and strictly implement “zero tolerance” for ethical lapses; at the same time, focus on exploring and constructing a multi-dimensional, scientific, objective, and operable developmental teacher evaluation system based on the spirit of educators, promoting the return of the evaluation system from “instrumental rationality” to “value rationality.” Through the dual efforts of the commendation and reward system and salary and treatment guarantees, both the material needs of teachers should be met and their spiritual realm elevated, achieving dual empowerment of material incentives and spiritual guidance, making the “educator-type teacher” a professional glory.

构建科学评价体系。科学的评价机制是教育家精神落地的重要指挥棒，传统量化考核体系过度依赖论文数量、升学率等量化指标，导致教师陷入“指标焦虑”，易疏离教育本质。要坚持师德师风第一标准，健全长效机制，严格落实师德失范“零容忍”；同时，注重探索建构基于教育家精神的多维、科学、客观且具可操作性的发展性教师评价体系，推动评价体系从“工具理性”向“价值理性”回归。要通过表彰奖励体系与工资待遇保障的双向发力，既满足教师的物质需求，又提升教师的精神境界，实现物质激励与精神引领的双重赋能，让“教育家型教师”成为职业荣光。

Implement mechanisms for connection and symbiosis. Attention should be paid to the connection, integration, harmonious interaction, and coordinated development of various elements in the process of practicing the spirit of educators. Party committees and governments at all levels must earnestly assume the political responsibility for promoting the spirit of educators, making the construction of Party conduct and government conduct, teacher ethics and conduct, and school spirit and academic atmosphere an important part of evaluating school leadership teams. The connection points, integration points, and symbiosis points between pre-service and in-service teachers, higher education and basic education, general education and vocational education, and general education and special education in the process of practicing the spirit of educators should be explored and excavated, promoting the consistency and coherence of the spirit of educators across different educational stages and types. At the same time, the spirit of educators should not only be manifested in teachers but also promote the active participation of multiple forces such as government departments, schools at all levels and types, research institutes, cultural and museum venues, and memorial halls, encouraging and advocating that all walks of life give “priority to teachers” when providing services to the public, forming a good ecosystem where the whole society jointly cares for and supports the promotion and implementation of the spirit of educators.

落实衔接共生机制。要注重教育家精神实践过程中各要素衔接融通、和谐互动、协同发展。各级党委、政府要切实担负起弘扬教育家精神的政治责任，将党风政风、师德师风、校风学风建设作为评价学校领导班子的重要内容。要探寻和挖掘教师职前与职后、高等教育与基础教育、普通教育与职业教育、普通教育与特殊教育在践行教育家精神过程中的衔接点、融通点与共生点，促进教育家精神在不同教育阶段和类型中的一致性和连贯性。同时，教育家精神不仅要彰显在教师身上，更要推动政府部门、各级各类学校、科研院所、文博和纪念场馆等多方力量的积极参与，鼓励倡导各行各业在向社会公众提供服务时“教师优先”，形成全社会共同关心支持教育家精神弘扬落实的良好生态。

(The author is the Party Secretary of East China Normal University.)

（作者系华东师范大学党委书记）

Online Editor: Huihui

网络编辑：慧慧