本文選題：對(duì)外漢語(yǔ)教師 + 職業(yè)壓力　； 參考：《華東師范大學(xué)》2009年碩士論文

【摘要】： 近年來(lái),教師職業(yè)一直被認(rèn)為是壓力最大的職業(yè)之一,心理學(xué)與教育學(xué)領(lǐng)域已有許多關(guān)于教師職業(yè)壓力的研究,但是關(guān)于對(duì)外漢語(yǔ)教師職業(yè)壓力的研究卻不多,討論職業(yè)壓力與教師教學(xué)效能感關(guān)系的研究更是少見(jiàn)。為此,本文采用問(wèn)卷調(diào)查的方法,研究高校專(zhuān)職對(duì)外漢語(yǔ)教師的職業(yè)壓力及自我效能感狀況,并對(duì)兩者的相關(guān)情況做了分析研究,結(jié)果如下: 1.對(duì)外漢語(yǔ)教師的職業(yè)壓力是普遍存在的,并且有三分之二的對(duì)外漢語(yǔ)教師認(rèn)為職業(yè)壓力大或很大。對(duì)外漢語(yǔ)教師所感受到的壓力隨教齡(或年齡)的增長(zhǎng)先增大后減小,不同職稱(chēng)的對(duì)外漢語(yǔ)教師所感受到的職業(yè)壓力差異顯著,講師職稱(chēng)的教師感受到的職業(yè)壓力最大。不同性別、學(xué)歷的對(duì)外漢語(yǔ)教師所感受到的職業(yè)壓力差異不顯著。對(duì)外漢語(yǔ)教師所感受到的最大的職業(yè)壓力來(lái)自于科研,職業(yè)發(fā)展與各項(xiàng)評(píng)估。 2.對(duì)外漢語(yǔ)教師的個(gè)人教學(xué)效能感高于一般教學(xué)效能感,對(duì)外漢語(yǔ)教師的教學(xué)效能感總分和個(gè)人教學(xué)效能感與教齡(或年齡)有關(guān),呈現(xiàn)先高后低再高的變化趨勢(shì);不同學(xué)歷,不同性別的對(duì)外漢語(yǔ)教師個(gè)人效能感差異不顯著,不同職稱(chēng)的對(duì)外漢語(yǔ)教師教學(xué)效能感的差異顯著。教授職稱(chēng)的對(duì)外漢語(yǔ)教師個(gè)人教學(xué)效能感和效能感總分最高。 3.對(duì)外漢語(yǔ)教師職業(yè)壓力總分?jǐn)?shù)與效能感總分和個(gè)人教學(xué)效能感分?jǐn)?shù)之間呈現(xiàn)顯著負(fù)相關(guān)關(guān)系。對(duì)外漢語(yǔ)教師教學(xué)效能感及其兩個(gè)維度分別與職業(yè)壓力維度中的職業(yè)發(fā)展、科研,評(píng)估、職業(yè)回報(bào)及教學(xué)等維度呈現(xiàn)顯著負(fù)相關(guān)關(guān)系。 為了緩解對(duì)外漢語(yǔ)教師的職業(yè)壓力問(wèn)題,對(duì)外漢語(yǔ)教師首先要正確認(rèn)識(shí)和對(duì)待職業(yè)壓力,學(xué)習(xí)緩解壓力的有效策略;學(xué)校及教育行政部門(mén)應(yīng)高度重視對(duì)外漢語(yǔ)教師職業(yè)壓力的問(wèn)題,并對(duì)教師提供足夠的物質(zhì)支持和精神支持,同時(shí)科研任務(wù)和各項(xiàng)評(píng)估應(yīng)符合學(xué)校實(shí)際;社會(huì)應(yīng)提高對(duì)外漢語(yǔ)教師的社會(huì)及經(jīng)濟(jì)地位,增加對(duì)對(duì)外漢語(yǔ)學(xué)科的了解與支持。
[Abstract]:In recent years, the profession of teachers has been regarded as one of the most stressful occupations. There have been many researches on the professional stress of teachers in the field of psychology and pedagogy, but there are few researches on the professional pressure of teachers of Chinese as a foreign language. It is rare to discuss the relationship between professional stress and teachers' teaching efficacy. Therefore, this paper uses the method of questionnaire to study the professional pressure and self-efficacy of full-time TCFL teachers in colleges and universities, and makes an analysis of the related situation of the two. The results are as follows: 1. The occupational pressure of TCFL is common, and 2/3 TCFL teachers think that occupational stress is high or great. With the increase of teaching age and age, the pressure felt by TCFL teachers first increased and then decreased. The professional pressure of TCFL teachers with different titles was significantly different, while that of TCFL teachers with lecturer titles was the greatest. There is no significant difference in the occupational pressure experienced by teachers of Chinese as a foreign language with different genders and academic qualifications. Teachers of Chinese as a foreign language feel the greatest professional pressure from scientific research, career development and evaluation. 2. The personal teaching efficacy of TCFL teachers is higher than that of general teaching efficacy. The total score of TCFL teaching efficacy and personal teaching efficacy are related to the teaching age (or age), showing a trend of higher teaching efficacy than lower teaching efficacy and later higher teaching efficacy. There is no significant difference in personal efficacy of teachers of Chinese as a foreign language with different gender, and significant difference in teaching efficacy of teachers with different titles of Chinese as a foreign language. The total score of individual teaching efficacy and efficacy of Chinese as a foreign language teacher is the highest. 3. There is a significant negative correlation between the total score of professional stress and the total score of efficacy and the score of personal teaching efficacy. The sense of teaching efficacy of TCFL and its two dimensions are negatively correlated with the dimensions of career development, scientific research, evaluation, career return and teaching. In order to alleviate the occupational stress of TCFL, the TCFL teachers should first understand and treat the occupational stress correctly and learn the effective strategies to relieve the pressure. Schools and educational administrative departments should attach great importance to the vocational pressure of teachers of Chinese as a foreign language, and provide teachers with adequate material and spiritual support, and scientific research tasks and assessments should be in line with the actual situation of the school. The society should improve the social and economic status of teachers of Chinese as a foreign language and increase their understanding and support of the subject of Chinese as a foreign language.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類(lèi)號(hào)】：H195

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 葉青;海外國(guó)際漢語(yǔ)教師工作壓力實(shí)證研究[D];華東師范大學(xué);2011年

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本文編號(hào)：1855726