如今生命教育理念及其价值在我国已得到越来越多的认同与关注，而对直接关乎生命教育能否有效实施的“教师生命教育素养”问题尚未引起研究者应有的关注，存有很大的研究空间。教师作为生命教育的直接实施者，在生命教育视野下对其素养进行探究有着重大的理论和实践价值。本研究主要采用理论研究法，分上下两篇展开论述。上篇，主要是在对教师素养和生命教育的已有研究进行梳理和分析的基础上，提出对教师素养和生命教育的新理解；下篇，在上篇所得结论的基础上，尝试对生命教育视野下的两大教师素养分章节分别论述，并加以典型案例分析。具体内容如下：第一章，绪论。上篇：重读教师素养和生命教育第二章，通过对素养、教师素养概念的界定，和对中外教师素养构成的已有研究及不足的分析，重新建构起教师素养体系的理解框架，即可从教育者发展水平、教育对象、教育内容的性质三个维度对教师素养进行动态分析。为后面分析生命教育学科特殊性及对教师的生命教育素养进行探究奠定了基础。第三章，从历史和理论两个角度，梳理出“由下而上、从实践到理论”和“由上而下、从理论到实践”的两条生命教育历史发展线索；以及“生命化教育”和“生命的教育”的两种生命教育理论研究取向。这实质上是对生命教育进行了重新解读，即生命教育应包含“生命化教育”和“生命的教育”两方面的内容，两者各有侧重，不可偏废。生命教育的这两方面内容，是“生命关怀素养”和“生命体验教学素养”这两大生命教育素养提出的直接依据。下篇：新探生命教育视野下的教师素养第四章，主要探讨了教师的生命关怀素养。首先，论述了该素养提出的依据即“生命化教育”的实质性要求；其次，对生命关怀素养的理论依据——诺丁斯的关怀理论进行了阐述；再次，借鉴诺丁斯道德教育的四个重要方法——榜样、对话、实践、证实，对教师生命关怀素养的提升提出了可操作性建议；最后，对体现教师生命关怀素养的孔子的教育案例进行了分析。第五章，主要探讨了教师的生命体验教学素养。首先，结合“生命的教育”的学科特殊性阐述了该素养提出的依据；其次，在综述已有研究的基础上，论述了体验的内涵与性质；再次，依据情感为体验的核心性质，即生命体验化教学关键是使学生获得积极的情感体验，进而提出以情感教育为核心的生命体验教学素养的提升，初步探讨了情感教学的心理形成机制。最后，对体现教师生命体验教学素养的苏霍姆林斯基的教育案例进行了分析。

Today, in China, the concept of Life Education and its value has been gotten more and more recognition and attention. However, Teachers’ Life Education quality has not been yet concerned by the researchers as they deserved, which directly related to Life Education’s effective implementation. There is a huge of research space. Teacher as the direct perpetrator of the Life Education, in the vision of life education, to research teachers’ quality has great theoretical and practical value. This study mainly uses the theory method, divided into the front and later articles to discuss. The front article, mainly ,at the basis of sorting out and analyzing the existing researches of teachers’ quality and Life Education, proposes a new understanding of teachers' quality and Life Education. The later article, on the basis of the front one’s conclusions, tries to respectively discuss two kinds of teachers’ quality in the vision of Life Education, and studies the typical cases.Chapter I, IntroductionThe front article: To reread teachers’ quality and Life Education.Chapter II, by defining the concept of quality and teacher’s quality, and analyzing the previous studies of teachers' quality structure and the defect of them, reconstructs the new understanding framework of teachers’ quality. That is, we can from three dimensions, (educators’ development level, education targets, the nature of the content of education), to dynamically analysis teachers’ quality. Doing that can lay the foundation for analyzing of the particularity of the Life Education and exploring teachers’ Life Education quality.Chapter III, from the two perspectives of history and theory, teases out the two historical development clues of Life Education ("Bottom-up, from practice to theory" and "top-down, from theory to practice”) and two research orientations of Life Education (life education and the education of life). This is essentially a re-interpretation of the Life Education. Life Education should includes two aspects, "life education" and "the education of life". The two have different emphases, none of them can be neglected. The two aspects of Life Education are direct bases of the two teachers’ qualities, life care quality and teaching quality initiating students’ experiences for life.The later article: New Exploring on teachers’ quality from the perspective of Life Education.Chapter IV, focuses on the life care quality of teacher. It discussed the basis of the quality, that is, the substantive requirements of the Life Education. Secondly, it elaborated the theoretical basis of life care quality ――Noddings caring theory. Again, by drawing four important methods of Noddings moral education：Example, dialogue, practice, confirmed, proposes operability recommendations for the promotion of life care quality of teacher. Finally, to analyze Confucian education cases, which reflect the life care quality of teacher. Chapter V, mainly, explores teaching quality initiating students’ experiences for life. First, combined with the particularity of "the education of life", describes the basis of the quality. Secondly, on the basis of existing researches in the synthesis, discusses the meaning and nature of the experience. Again, according to the core nature of the experience is the emotion, that is, the key of the life experience of teaching is to enable students to obtain a positive emotional experience, then puts forward the promotion of teaching quality initiating students’ experiences for life whose core is emotional education. And preliminary studies the psychological mechanisms of emotional teaching. Finally, it analyzes Sukhomlinski’s education cases which reflect life experience of teaching quality of teacher.