本文選題：民漢合校 + 教師群體��； 參考：《伊犁師范學(xué)院》2017年碩士論文

【摘要】：伊寧市是一個多民族、多語種聚居區(qū),但長久以來各民族師生卻在相對單一封閉的校園環(huán)境中學(xué)習(xí)成長。自2010年以來,為提升少數(shù)民族學(xué)生的社會適應(yīng)能力和雙語水平,促進(jìn)各民族師生之間的交往與交融,自治區(qū)政府加快了伊寧市各校的民漢合校進(jìn)程,伊寧市民漢合校學(xué)校數(shù)量顯著增多,基本形成了一體多元文化環(huán)境下互學(xué)互助的氛圍,極大增強(qiáng)了各民族對彼此風(fēng)俗文化、價值體系的了解,全面深化了各民族師生的融合。然而,民漢合校學(xué)校依然存在許多值得深入探究的內(nèi)容,如:民漢合校學(xué)校是否對教師具有吸引力?各民族教師間是否具有吸引力?各民族教師對民漢合校學(xué)校的滿意度如何?解決這一切問題的關(guān)鍵是提升民漢合校學(xué)校教師群體的凝聚力。眾所周知,教師是學(xué)校教育的靈魂,也是學(xué)校生存的基礎(chǔ),更是學(xué)校發(fā)展的核心,深刻影響學(xué)生的知識建構(gòu)、個性培養(yǎng)和人格塑造等。教師群體凝聚力是教師隊伍建設(shè)的支撐,也是教師隊伍發(fā)展的保證,反映了教師群體為實現(xiàn)學(xué)校目標(biāo)而采取的行動所具有的一致性和堅持性,這種力量有力地促使教師群體在自我建設(shè)、成長過程中不斷發(fā)展壯大。因此強(qiáng)化民漢合校教師群體凝聚力就成了提升學(xué)生學(xué)習(xí)能力,提高學(xué)校教學(xué)質(zhì)量,增強(qiáng)學(xué)校競爭力以及實現(xiàn)民漢合校宗旨的關(guān)鍵環(huán)節(jié)。本研究以伊寧市民漢合校中學(xué)教師群體凝聚力為研究對象,對伊寧市的四所民漢合校中學(xué)的各民族教師進(jìn)行問卷調(diào)查、訪談,從各民族教師對民漢合校學(xué)校的滿意度、教師間的吸引力、民漢合校學(xué)校對教師的吸引力等三個維度測量教師群體凝聚力的現(xiàn)狀,并通過SPSS19.0統(tǒng)計軟件進(jìn)行描述性統(tǒng)計和差異分析。研究發(fā)現(xiàn)民漢合校學(xué)校對教師吸引力相對較低。如:學(xué)校領(lǐng)導(dǎo)缺乏一定的勝任力和影響力,在管理方式、物質(zhì)激勵、情感關(guān)懷、利益分配方面存在問題。各民族教師之間對彼此的文化、風(fēng)俗習(xí)慣、價值觀的認(rèn)同度較高,能很好地進(jìn)行交流溝通與協(xié)作,在工作中能相互信任、包容、幫助,具有較好的吸引力。但各民族教師對于彼此的工作能力和工作態(tài)度的認(rèn)可度較低,影響了教師之間的吸引力水平。此外,各民族教師對民漢合校學(xué)校的整體滿意度較高,但在年度考核、績效評定體系,職務(wù)、職稱晉升體系、校園文化氛圍、福利待遇等方面,教師的滿意度相對較低。此外,本研究通過查閱相關(guān)文獻(xiàn)、訪談教師和學(xué)校管理者,分析出影響民漢合校教師群體凝聚力的因素包含兩個方面,即學(xué)校內(nèi)部因素和學(xué)校外部因素。其中,內(nèi)部因素包括學(xué)校的領(lǐng)導(dǎo)因素、組織因素以及教師個體因素,而外部因素則包括了民漢合校學(xué)校的社會地位、聲譽(yù)以及學(xué)校的外部環(huán)境。因此,根據(jù)存在的問題,分別從學(xué)校層面和教師層面、外部環(huán)境三個維度分析歸納出提升民漢合校教師群體凝聚力的有效策略。即通過建立健全民漢合校學(xué)校教師激勵機(jī)制、公平公正地分配各民族教師的利益、加強(qiáng)校園文化建設(shè)、積極構(gòu)筑民漢合校學(xué)校教師的共同信念、提升各民族教師間的認(rèn)同感、積極構(gòu)建良好的外部環(huán)境等措施以期促進(jìn)民漢教師間的人際關(guān)系和諧,推動各民族教師的真正融合,從而提升民漢合校學(xué)校管理效能及外部競爭力,推進(jìn)各民族教師建立友善和諧的社會主義新型民族關(guān)系,實現(xiàn)各民族的共同繁榮與進(jìn)步。
[Abstract]:Yining is a multi-ethnic, multilingual settlement area, but for a long time, the teachers and students of various nationalities have learned and grown in a relatively single and closed campus environment. Since 2010, the autonomous region government has speeded up the schools of Yining in order to improve the social adaptability and bilingualism of the minority students and promote the communication and blending between the teachers and students of all ethnic groups. In the process of the combination of the people and the Han Dynasty, the number of schools in the Han and Chinese schools in Yining has increased significantly, which has basically formed an atmosphere of mutual learning and mutual assistance under the integrated multicultural environment, which has greatly enhanced the understanding of the cultures of each other and the value system of each other, and has deepened the integration of the teachers and students in all ethnic groups. The contents of the study are as follows: is it attractive to the teachers of the people and the Han school? Are the teachers among the nationalities attractive? How are the satisfaction of the teachers of each ethnic group to the school of the people and the Han school? The key to solving these problems is to improve the cohesiveness of the school teachers of the people and the Han school. The foundation of survival is the core of the development of the school, which profoundly affects the knowledge construction of the students, the cultivation of personality and the molding of personality. The cohesion of the teacher group is the support of the construction of the teacher team and the guarantee of the development of the teachers' team, which reflects the consistency and persistence of the actions taken by the group of teachers to achieve the goal of the school. It is a key link to enhance the learning ability of the students, improve the quality of the school, enhance the competitiveness of the school and realize the aim of the people and the Chinese and the Han school. This study is based on the teachers group of the Yining people in Han and Han schools. As the research object, a questionnaire survey was carried out on the teachers of four people in Yining and Han school in Han and Han schools. Interviews were conducted to measure the status of the group cohesion from three dimensions, such as the satisfaction of the teachers of each ethnic group, the attractiveness of the teachers, the attractiveness of the school to the teachers, and the SPSS19.0 statistics. The research shows that the school leaders are less attractive to teachers. For example, there is a lack of competence and influence in school leaders, and there are problems in management, material incentives, emotional care and distribution of interests. The same degree is high, it is able to communicate and cooperate well with each other, and it can be trusted, inclusive and helpful in work. However, teachers of all nationalities have low recognition of their working ability and working attitude, which affects the level of attraction between teachers. The degree of teachers' satisfaction is relatively low in the annual assessment, performance evaluation system, job title, job title promotion system, campus cultural atmosphere, and welfare benefits. In addition, through consulting relevant literature, interviews with teachers and school administrators, this paper analyzes two factors that affect the cohesion of the school teachers' group. The internal factors of the school and the external factors of the school. Among them, the internal factors include the leading factors, the organizational factors and the individual factors of the teachers, while the external factors include the social status, reputation and the external environment of the school. Therefore, according to the existing questions, the external environment is from the school level, the teacher level and the external environment. The three dimensions of the analysis and induction of the effective strategies to enhance the cohesion of the people and the Han school teachers. That is, through the establishment and improvement of the incentive mechanism of the school teachers of the people and the Han Dynasty, a fair and equitable distribution of the interests of the teachers of all nationalities, the strengthening of the construction of the campus culture, the common belief of the teachers of the school and the school teachers of the people and the Han people, and the promotion of the sense of identity among the teachers of all ethnic groups. In order to promote the harmonious interpersonal relationship between the people and the Han teachers and promote the real integration of the teachers of all nationalities, we will promote the management effectiveness and external competitiveness of the schools and schools in the people and Han schools, and promote the friendly and harmonious socialist national relations among the teachers of all ethnic groups, and realize the common prosperity and progress of all ethnic groups. Step.

【學(xué)位授予單位】：伊犁師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G635.1

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