本文關鍵詞： 中小學教師 心理彈性 認知偏向　出處：《重慶師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：教書育人,為社會發(fā)展之關鍵,也是社會前進之重點。如何提高教師的教學能力,促進教師更好發(fā)展,成為學術界關注的重點研究方向之一。教師存在認知偏差,對職業(yè)的開展有不利的影響,會成為其發(fā)展的絆腳石,同時教師心理彈性對于教師的成長是一個重要因素。本研究從教師心理彈性變量出發(fā),考量影響教師發(fā)展的因素,并且從認知偏向出發(fā),探究心理彈性對其的影響。本研究采用問卷法以及實驗法進行探索,共包括四個部分。研究一是針對教師心理彈性現(xiàn)狀展開調(diào)查,利用劉春蘭2010年編制的量表對500名在校中小學教師進行了問卷調(diào)查,對教師的教齡、任教部級、任教科目等多個人口學變量進行了探究;研究二至研究四是針對心理彈性對教師認知偏向的影響,其中實驗二是不同心理彈性水平對教師注意偏向的影響,采用2(高、低心理彈性水平)×3(詞匯類別:積極、消極和中性詞匯)的混合實驗設計,利用st roop實驗范式,對被試反應的正確率和反應時作獨立樣本t檢驗;實驗三是不同心理彈性水平對教師解釋偏向的影響,采用2(高低心理彈性分組)×2(反應類別:積極、消極)×2(情景類型:模糊、職業(yè))模糊情境實驗設計,對不同情境類型的不同反應的個數(shù)和反應時作獨立樣本t檢驗;實驗四是不同心理彈性水平對教師記憶偏向的影響,采用2(高低心理彈性分組)×2(反應類別:積極、消極)實驗設計,對被試反應的正確率和反應時作獨立樣本t檢驗。綜合這四個研究,得到以下結(jié)論:(1)中小學教師心理彈性在中等以上水平,教師的職業(yè)效能感仍有待提高。(2)不同年齡的中小學教師在心理彈性、職業(yè)技能上存在不同。(3)不同教齡和職稱中小學教師在職業(yè)效能、職業(yè)技能和問題解決上存在不同。(4)結(jié)婚與否影響著教師的職業(yè)技能和職業(yè)效能的發(fā)展。(5)教師心理彈性的總體水平與職業(yè)認同感與任教部級有相當緊密的聯(lián)系。(6)高心理彈性水平教師對積極信息存在顯著的注意偏向。(7)低心理彈性教師對消極刺激存在顯著的解釋偏向和記憶偏向。
[Abstract]:How to improve teachers' teaching ability and promote teachers' better development is the key to the development of society. Teachers' cognitive bias, which has a negative impact on the development of their careers, will become a stumbling block to their development. At the same time, teachers' psychological resilience is an important factor for teachers' growth. This research adopts questionnaire method and experimental method to explore, including four parts. The first part is to investigate the current situation of teachers' resilience. A questionnaire survey was conducted on 500 primary and middle school teachers by using the scale compiled by Liu Chunlan in 2010. The demographic variables such as teachers' teaching age, teaching ministerial level and teaching subjects were investigated. The second to fourth research is aimed at the impact of resilience on teachers' cognitive bias. Experiment two is the effect of different levels of resilience on teachers' attention bias, using 2 (high). Low level of mental resilience) 脳 3 (vocabulary category: positive, negative and neutral vocabulary) mixed experimental design, using st roop experimental paradigm. The correct rate of reaction and reaction time were tested by independent sample t-test. The third experiment is the effect of different levels of resilience on teachers' interpretation bias, using 2 (high and low resilience group) 脳 2 (reaction category: positive, negative) 脳 2 (situation type: fuzzy). The design of fuzzy situation experiment was designed to test the number and reaction time of different responses of different situation types by independent sample t-test. Experiment 4 is about the effect of different levels of resilience on teachers' memory bias. The experiment was designed by using 2 (high and low resilience groups) 脳 2 (reaction categories: positive and negative). The correct rate and reaction time of the subjects were tested by independent sample t-test. By synthesizing the four studies, the following conclusions were drawn: 1) the psychological resilience of the primary and middle school teachers was above the average level. Teachers' sense of professional efficacy still needs to be improved. 2) Elementary and secondary school teachers of different ages have different psychological flexibility and vocational skills are different. 3) different teaching years and titles of primary and secondary school teachers in vocational efficiency. Vocational skills and problem solving are different. (4) Marriage or not affects the development of teachers' vocational skills and vocational efficacy. The overall level of teachers' psychological resilience and their professional identity are closely related to the teaching level. (6) the teachers with high level of psychological resilience have significant attention bias to positive information. Teachers with low resilience have significant bias in interpretation and memory to negative stimuli.
【學位授予單位】：重慶師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G443

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本文編號：1468402