李磊 刘淑慧

摘  要：对高校教师而言，工匠精神是指在从事教书育人、科学研究、服务社会和文化创造与传承等专业性或技艺性工作中所展现的追求并能够实现卓越成果的各种优良职业品格的总和，包括坚定的职业精神、良好的职业品行、正确的职业理念、扎实的职业技能、端正的职业态度和独特的职业匠心。由于社会多元价值观冲击、教育评价体系不完善和高校教师自身因素的影响，有些高校教师尚存在不具备工匠精神或不同程度欠缺工匠精神应具备的各种优良职业品格等现状。为培育与强化高校教师工匠精神，应当激发与强化高校教师的职业使命感、营造崇尚工匠精神的校园文化氛围、充分发挥先进典型的示范引领作用、健全对高校教师的考评和奖惩机制。

关键词：高校教师;工匠精神;职业品格

中图分类号：C961        文献标志码：A          文章编号：2096-000X（2021）17-0169-04

Abstract： For college teachers， craftsmanship spirit refers to the sum of all kinds of fine professional character， including firm professionalism， good professional quality， correct professional philosophy， solid professional skills， correct professional attitude and unique professional ingenuity， which are presented in the professional or technical work of teaching and educating people， scientific research， serving social and cultural creation and inheritance， etc. Due to the impact of social pluralistic values， imperfect educational evaluation system and the influence of college teachers' own factors， some college teachers still do not have or lack the spirit of craftsmanship of different degrees. In order to cultivate and strengthen the craftsmanship spirit of college teachers， we should stimulate and strengthen the sense of professional mission of college teachers， create a campus cultural atmosphere that advocates the spirit of craftsmanship， give full play to the role of advanced typical demonstration and lead， and improve the evaluation and reward and punishment mechanism for college teachers.

Keywords： college teachers; craftsmanship spirit; professional quality

虽然我国“世界工厂”的地位已名副其实，但跟主要发达国家相比较，无论是制作质量和水平，还是技术含量与创新驱动方面，都差距悬殊。中国工程院的有关研究表明，“美国（制造业综合指数）遥遥领先，处于第一方阵;德国、日本处于第二方阵;中国、英国、法国、韩国处于第三方阵。中国与第一、第二方阵国家的差距主要是全员劳动生产率低、增加值率低、创新能力薄弱、知名品牌缺乏。”[1]

为此，要實现李克强总理在2016年《政府工作报告》中强调的“培育精益求精的工匠精神，增品种、提品质、创品牌”的目标，需要具备工匠精神的高校教师培养大批具有工匠精神的高层次人才。……