本文選題：專業(yè)發(fā)展 + 初任英語(yǔ)教師��； 參考：《華中師范大學(xué)》2016年碩士論文

【摘要】：教師職業(yè)情感作為貫穿教師職業(yè)生涯始終的核心影響因素,不僅能反映教師的精神狀態(tài),也時(shí)刻影響著教師的教學(xué)活動(dòng)和職業(yè)決策。教師情感因人而異,隨著個(gè)人經(jīng)歷的演進(jìn),不斷發(fā)展變化。職業(yè)情感是每位教師開(kāi)展教育活動(dòng)的手段和潤(rùn)滑劑,是所有教師都應(yīng)該提升的一種能力或品質(zhì)。教師的職業(yè)情感不是空中樓閣式的虛幻,也不是抽象存在的,它具體蘊(yùn)含在教師的職業(yè)成長(zhǎng)理念中,體現(xiàn)在教師的教育教學(xué)行為中,關(guān)涉教師的主觀世界對(duì)職業(yè)價(jià)值的情感體驗(yàn)。自20世紀(jì)60年代開(kāi)始,學(xué)者發(fā)現(xiàn),僅僅掌握學(xué)科知識(shí)和教學(xué)技巧是不足以成為一個(gè)好教師的,他們開(kāi)始關(guān)注教師的職業(yè)情感這個(gè)話題。然而,很多關(guān)于情感的研究都只討論某一種類型的情感,以及如何調(diào)節(jié)情感以為提高教學(xué)質(zhì)量、助力學(xué)生學(xué)習(xí)；研究的對(duì)象也多為教學(xué)經(jīng)驗(yàn)豐富的老教師,忽略了新任教師這一群體。本研究以心理學(xué)、哲學(xué)的情感理論為基礎(chǔ),以敘事探究為主要方法,通過(guò)對(duì)三位初任英語(yǔ)教師的教育、生活敘事進(jìn)行分析,從專業(yè)發(fā)展的角度探究初任英語(yǔ)教師的職業(yè)情感在其專業(yè)發(fā)展的意識(shí)形成、變化的過(guò)程中所起到的作用,以及其影響因素。三位初任英語(yǔ)教師提供各自的教育生活敘事,通過(guò)重現(xiàn)并分析這些生活經(jīng)歷,研究者希望能解決以下問(wèn)題：1)在專業(yè)教育開(kāi)始之初,三位初任教師對(duì)教學(xué)所持的看法是什么樣的?2)在專業(yè)教育中,最有意義、有價(jià)值的經(jīng)歷是什么?這些經(jīng)歷對(duì)后來(lái)的專業(yè)發(fā)展有什么樣的影響?3)參加教學(xué)工作后,初任教師對(duì)教學(xué)的態(tài)度有何變化?如果有,是什么導(dǎo)致了這些變化?經(jīng)過(guò)對(duì)三位參與研究的初任教師的敘事分析,研究者發(fā)現(xiàn)在學(xué)生、學(xué)校決策層和其他影響因素中,師生關(guān)系對(duì)教師職業(yè)情感的影響最強(qiáng),其次是教師與同事和職業(yè)共同體的關(guān)系,最后是學(xué)校管理層給予教師的專業(yè)支持。從這些發(fā)現(xiàn)中我們可以總結(jié)出以下幾點(diǎn)啟示,為了給新任教師提供更好地專業(yè)發(fā)展環(huán)境,學(xué)校決策層需要不斷更新管理理念,更加注重培育教師與學(xué)校、教學(xué)團(tuán)體之間的情感系；作為個(gè)體教師,新任教師應(yīng)認(rèn)真克服教育理想與現(xiàn)實(shí)環(huán)境之間的差距,調(diào)節(jié)自身觀念,根據(jù)實(shí)際環(huán)境主動(dòng)爭(zhēng)取自我發(fā)展的機(jī)會(huì)。
[Abstract]:Teachers' professional emotion, as the core influencing factor throughout the teacher's career, not only reflects the teacher's mental state, but also affects the teacher's teaching activities and career decisions. Teachers' emotion varies from person to person and develops with the evolution of personal experience. Vocational emotion is the means and lubricant for every teacher to carry out educational activities, and it is a kind of ability or quality that all teachers should promote. The professional emotion of teachers is not the illusion in the air, nor is it abstract. It is embodied in the teachers' professional growth concept and in the teachers' educational and teaching behaviors. Related to teachers' subjective world of professional value emotional experience. Since the 1960s, scholars have found that it is not enough to become a good teacher by mastering the subject knowledge and teaching skills, and they begin to pay attention to the topic of teachers' professional emotion. However, many researches on emotion only discuss one type of emotion and how to regulate emotion to improve teaching quality and help students to learn. The group of new teachers was ignored. Based on the emotional theory of psychology and philosophy and narrative inquiry as the main method, this study analyzes the education and life narration of three new English teachers. From the perspective of professional development, this paper probes into the role of the professional emotion of the newly appointed English teachers in the formation of their professional development consciousness, the role of the changing process, and its influencing factors. By reproducing and analyzing these life experiences, the researchers hope to solve the following problem: 1) at the beginning of professional education. What are the three new teachers' views on teaching? 2) what are the most meaningful and valuable experiences in professional education? What is the impact of these experiences on the later professional development? 3) after joining the teaching work, what changes have been made in the attitude of the new teachers towards teaching? If so, what caused these changes? Based on the narrative analysis of three new teachers involved in the study, the researchers found that among the students, school decision makers and other influencing factors, teacher-student relationship had the strongest influence on teachers' professional emotion. Secondly, the relationship between teachers and colleagues and professional community, and finally the professional support from school management. From these findings, we can sum up the following revelations: in order to provide a better professional development environment for new teachers, school decision makers need to constantly update their management concepts and pay more attention to cultivating teachers and schools. As individual teachers, new teachers should seriously overcome the gap between educational ideal and realistic environment, adjust their own concept, and strive for the opportunity of self-development according to the actual environment.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：H319.3;G645.1

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