本文選題：輔導(dǎo)員　切入點：身份認知　出處：《思想理論教育》2017年12期

【摘要】：輔導(dǎo)員擁有教師與干部雙重身份,在身份認同上存在差異。從身份認知、身份情感和身份行動選擇三個維度對輔導(dǎo)員調(diào)研發(fā)現(xiàn),在身份認知上,當前存在三種模式,分別是綜合沙漏結(jié)構(gòu)、行政總線拓撲結(jié)構(gòu)、教育星型拓撲結(jié)構(gòu);在身份情感上,行政總線拓撲結(jié)構(gòu)型輔導(dǎo)員情感歸屬最強,教育星型拓撲結(jié)構(gòu)情感歸屬最弱;在身份行動選擇上,行政總線拓撲結(jié)構(gòu)型輔導(dǎo)員較另外兩類表現(xiàn)出最小的心理距離和最高的人際互動調(diào)適能力,但三類輔導(dǎo)員均呈現(xiàn)出一致的專業(yè)化發(fā)展的期望和動力。提升輔導(dǎo)員身份認同,要從宏觀的制度支持、中觀的社會支持和微觀的個人發(fā)展層面著力。
[Abstract]:Counselors have the dual identity of teachers and cadres, and there are differences in identity identity. From the three dimensions of identity cognition, identity emotion and identity action choice, we find that there are three models in identity cognition. They are the comprehensive hourglass structure, the administrative bus topology structure, the education star topology structure, the identity emotion, the administrative bus topological structure counsellor's emotion attribution is the strongest, the education star topology structure's emotion attribution is the weakest; In the choice of identity action, the administrative bus topological structure counselors showed the smallest psychological distance and the highest interpersonal interaction adjustment ability compared with the other two kinds of counselors. However, the three types of counselors all present the same expectation and motive force of professional development. In order to promote the identity of counselors, we should focus on macro system support, meso social support and micro personal development.
【作者單位】： 復(fù)旦大學(xué)馬克思主義學(xué)院;華東師范大學(xué)社會發(fā)展學(xué)院;
【分類號】：G645.1
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本文編號：1663529