【摘要】 情感转向是近年来教育研究的一个核心议题。情感进入教育研究及实践领域具有重要的方法论意义。就教育家而言，其本质要义在于自身对教育的生命化理解及其实践过程中所生发的情感体验，这使得教育家精神自然具备了情感的生命与实践的依托，因此，可以以“情感”作为方法来探究教育家精神的生成逻辑与实践逻辑。具体而言，教育家在国家认同的情感意识、社会发展的情感体验以及个体情感理性的实践成长等三个层面的共同交织中，回归教育作为“成人”实践的本质属性，最终生成既有情感温度又具有理性深度的教育家精神。基于此，通过塑造“家国天下、立德立志”的情感文化、创设“社会认同、立言立业”的情感环境与构建“生命自觉、立己立人”的情感共同体等具体实现路径，构成了教育家精神培育的实践图景。更多还原

【Abstract】 The emotional turn is a core issue in educational research in recent years. The entry of emotion into the field of educational research and practice has important methodological significance. For educators, its essential meaning lies in their lifelike understanding of education and the emotional experiences generated in their practice, which naturally provides the spirit of the educator with emotional and practical foundations.Therefore,“emotion” can be used as a method to explore the generative and practical logic of the educator, s spirit. Specifically, through the interweaving of the emotional consciousness of national identity, the emotional experience of social development,and the practical growth of individual emotional rationality,educators return to the essential attribute of education as the practice of “forming human beings”,ultimately generating a spirit that is both emotionally warm and rationally profound. Based on this, the practical landscape for cultivating the educator, s spirit is constituted by shaping an emotional culture of “ family-country-world unity, establishing virtue and aspiration ”, creating an emotional environment of “ social recognition, establishing speech and achievement”,and building an emotional community of “self-awareness,establishing oneself and others”.更多还原