本文選題：教師關(guān)注　切入點(diǎn)：關(guān)注階段　出處：《浙江師范大學(xué)》2015年碩士論文

【摘要】：教師對學(xué)生的關(guān)注是教師專業(yè)成長中非常重要的一個(gè)階段,它是教師從“經(jīng)師”向“人師”轉(zhuǎn)變的一個(gè)重要指標(biāo)。關(guān)于教師對學(xué)生的關(guān)注,國內(nèi)外學(xué)者做了很多相關(guān)的研究,主要以富勒和霍爾的研究為基礎(chǔ)。但是這些研究只是將教師對學(xué)生的關(guān)注放在教師整個(gè)成長階段或者教育改革過程中進(jìn)行研究,并沒有人對教師關(guān)注學(xué)生這一階段進(jìn)行單獨(dú)研究。因此教師關(guān)注學(xué)生哪些方面,并沒有清晰的結(jié)論�？偹苤�,教師關(guān)注的內(nèi)容不同,其所投入的精力也必然不同。研究教師關(guān)注學(xué)生的結(jié)構(gòu),可以使教師認(rèn)識(shí)自己,從而做出改變。同時(shí)也可以為教師培訓(xùn)及檢驗(yàn)新課程改革成果提供依據(jù)。因此,研究教師對學(xué)生關(guān)注具有重要的實(shí)踐意義。本研究以富勒教師關(guān)注理論為理論模型,以關(guān)注學(xué)生為切入點(diǎn),研究教師對學(xué)生的關(guān)注。本研究的對象為浙江省中小學(xué)教師。首先,通過訪談和開放性問卷收集中小學(xué)教師對學(xué)生關(guān)注的內(nèi)容,作為問卷的題項(xiàng)。其次請學(xué)科專家、相關(guān)學(xué)者和一線教師對題項(xiàng)進(jìn)行評定,修改并刪除不恰當(dāng)?shù)臈l目,形成預(yù)測問卷。再次,用預(yù)測問卷進(jìn)行施測,對結(jié)果進(jìn)行項(xiàng)目分析、探索性因素分析,確定問卷維度和題項(xiàng)。最后,通過驗(yàn)證性因素分析對問卷結(jié)構(gòu)進(jìn)行驗(yàn)證,之后進(jìn)行信效度檢驗(yàn),最終形成正式問卷。根據(jù)形成的問卷進(jìn)行施測,進(jìn)而了解中小學(xué)教師對學(xué)生關(guān)注的現(xiàn)狀。研究結(jié)果：1.形成《中小學(xué)教師關(guān)注學(xué)生問卷》。問卷共有16道題項(xiàng),分為四個(gè)維度,分別是日常學(xué)習(xí)、綜合素質(zhì)、家庭狀況和行為安全。問卷結(jié)構(gòu)清晰,信效度良好,符合心理測量學(xué)的標(biāo)準(zhǔn),可以用于測量中小學(xué)教師對學(xué)生的關(guān)注情況。2.中小學(xué)教師對學(xué)生關(guān)注的總體情況較好；女性教師對學(xué)生的關(guān)注程度高于男性教師；小學(xué)教師對學(xué)生的關(guān)注程度高于初中教師和高中教師；具有16-20年或者25年以上教齡的教師對學(xué)生的關(guān)注程度最高,顯著高于1-5年教齡的教師；高級(jí)職稱教師對學(xué)生的關(guān)注程度顯著高于初級(jí)職稱教師和中級(jí)職稱教師,初級(jí)職稱和中級(jí)職稱教師之間的差異不顯著；語文教師對學(xué)生的關(guān)注程度最高,顯著高于心理健康教師、英語教師、文科類教師和興趣類教師。心理健康教師和興趣類教師對學(xué)生的關(guān)注程度與其他學(xué)科教師相比最低。
[Abstract]:Teachers' concern for students is a very important stage in teachers' professional growth, and it is an important indicator for teachers to change from "economic teachers" to "human teachers." concerning teachers' concern for students, scholars at home and abroad have done a lot of relevant research. Mainly based on Fuller and Hall's research. But these studies only focus teachers' attention on students in the whole growth stage of teachers or in the process of educational reform. There is no single study of the stage where teachers pay attention to students. Therefore, there is no clear conclusion as to which aspects teachers pay attention to students. As we all know, the contents of teachers' concerns are different. The study of teachers' attention to the structure of students can make teachers know themselves and make changes. At the same time, it can also provide a basis for teachers' training and testing of the achievements of the new curriculum reform. It is of great practical significance to study teachers' concern to students. This study takes Fuller's theory of teacher's attention as a theoretical model and concerns students as a starting point to study teachers' concern for students. The object of this study is primary and secondary school teachers in Zhejiang Province. Through interviews and open questionnaires, we collect the contents of primary and secondary school teachers' attention to students as the items of the questionnaire. Secondly, we invite the subject experts, relevant scholars and front-line teachers to evaluate the items, modify and delete the inappropriate items. Third, using the predictive questionnaire to test the results of the project analysis, exploratory factor analysis, determine the dimensions and items of the questionnaire. Finally, through confirmatory factor analysis to verify the structure of the questionnaire. Then the reliability and validity of the questionnaire were tested, and a formal questionnaire was formed. And then understand the current situation of primary and secondary school teachers' concern about students. The result of the study is: 1. Forming the questionnaire for Primary and Secondary School Teachers concerned about students. The questionnaire has 16 items, which are divided into four dimensions, namely, daily study, comprehensive quality, and so on. Family status and behavior safety. The questionnaire has clear structure, good reliability and validity, which can be used to measure the attention of primary and middle school teachers to students. 2. The general situation of primary and secondary school teachers paying attention to students is good; Female teachers pay more attention to students than male teachers; primary school teachers pay more attention to students than junior middle school teachers and senior high school teachers; teachers with 16-20 years or more have the highest attention to students. Teachers with senior titles are more concerned with students than teachers with junior and intermediate titles, and there is no significant difference between teachers with junior titles and teachers with intermediate titles. Chinese teachers pay more attention to students than mental health teachers, English teachers, liberal arts teachers and interest teachers.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G635.1

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本文編號(hào)：1663985