本文選題：鄉(xiāng)村教師 + 高等教育經(jīng)歷�。� 參考：《華東師范大學(xué)》2017年碩士論文

【摘要】：發(fā)展鄉(xiāng)村教育,鄉(xiāng)村教師是關(guān)鍵。當(dāng)前我國鄉(xiāng)村教師隊伍建設(shè)面臨著"下不去"、"留不住"、"教不好"的三大問題,嚴(yán)重制約了鄉(xiāng)村教育持續(xù)健康發(fā)展。三大問題中,又以"留不住"問題最為鄉(xiāng)村學(xué)校所關(guān)注,最迫切需要被解決。當(dāng)前鄉(xiāng)村教師的"留不住"問題,主要表現(xiàn)為接受過高等教育的鄉(xiāng)村教師"留不住",留住他們是穩(wěn)定鄉(xiāng)村教師隊伍的關(guān)鍵。今后的五到十年,將會有大批"老齡"鄉(xiāng)村教師退休,鄉(xiāng)村教師崗位將大量由接受過高等教育的畢業(yè)生來補(bǔ)充,所以未來鄉(xiāng)村學(xué)校能否實現(xiàn)教師隊伍穩(wěn)定也主要取決于具有該類特征的鄉(xiāng)村教師能否"留得住"。因而,探究高等教育經(jīng)歷對鄉(xiāng)村教師職業(yè)意向的影響及作用機(jī)理,有利于補(bǔ)充和完善《鄉(xiāng)村教師支持計劃》的具體政策措施,對更有效地解決鄉(xiāng)村教師的"留不住"問題具有重要的現(xiàn)實意義。全文主要由五大部分組成:第一部分對鄉(xiāng)村教師職業(yè)意向進(jìn)行概念界定,并對整個研究進(jìn)行研究設(shè)計,提出具體的研究假設(shè)。第二部分對本研究的問卷回收的數(shù)據(jù)進(jìn)行結(jié)構(gòu)分析和信效度檢驗,結(jié)果表明本調(diào)查數(shù)據(jù)結(jié)構(gòu)良好,信效度符合要求,可以用于數(shù)據(jù)分析。第三部分,根據(jù)全國和本文調(diào)查數(shù)據(jù),了解全國和樣本地區(qū)鄉(xiāng)村教師的高等教育經(jīng)歷情況與職業(yè)意向情況,具體結(jié)果如下:1、與全國中小學(xué)教師學(xué)歷變化態(tài)勢趨同,鄉(xiāng)村中小學(xué)教師的學(xué)歷從90年代開始在快速提升。且在2001年取消師范培養(yǎng)三級體制后,占鄉(xiāng)村小學(xué)教師總數(shù)70%、占鄉(xiāng)村中學(xué)教師總數(shù)30%的中專學(xué)歷比例極速降低至10%以下。2、與全國中小學(xué)教師學(xué)歷結(jié)構(gòu)情況相比,鄉(xiāng)村中小學(xué)教師高層次學(xué)歷要低于全國水平10個百分點,即本科學(xué)歷比例低10個百分點;專科學(xué)歷和高中及以下學(xué)歷比例都各高5個百分點。3、當(dāng)前樣本地區(qū)95.5%的鄉(xiāng)村教師具有�？苹虮究茖W(xué)歷,而初次參加工作時有54.1%的教師是中師及以下的學(xué)歷,有超過百分之九十的教師在職期間通過進(jìn)修學(xué)習(xí),進(jìn)行了不同層次學(xué)歷的提升,鄉(xiāng)村教師進(jìn)修學(xué)歷提升的最主要形式是函授、自考和電大,所占比重分別是28.4%、22.2%和25.5%;4、樣本地區(qū)鄉(xiāng)村教師的整體職業(yè)意向水平較好(M-3.85),但接受過高等教育的鄉(xiāng)村教師職業(yè)意向偏低;鄉(xiāng)村教師在職業(yè)意向三個維度上的得分情況是:職業(yè)認(rèn)識職業(yè)意志職業(yè)情感。從個體差異性上看,職業(yè)認(rèn)識維度上的個體差異性不顯著;職業(yè)情感維度的得分上,鄉(xiāng)村女性教師要顯著高于男性教師;職業(yè)意志維度得分上,50歲以上的要顯著高于35歲及以下的鄉(xiāng)村教師。第四部分,進(jìn)一步分析了鄉(xiāng)村教師的高等教育經(jīng)歷對其職業(yè)意向的影響,具體結(jié)果如下:1、不同高等教育經(jīng)歷的鄉(xiāng)村教師,其職業(yè)意向存在顯著性差異:接受過全日制高等教育鄉(xiāng)村教育的職業(yè)意向顯著低于其他鄉(xiāng)村教師;而高等教育學(xué)歷的層次高低以及高等教育學(xué)歷的獲得方式對于鄉(xiāng)村教師的職業(yè)意向沒有顯著性影響。2、高等教育經(jīng)歷在文化適應(yīng)、經(jīng)濟(jì)待遇、社會地位、家庭、國家政策這五大因素對鄉(xiāng)村教師職業(yè)意向的影響中具有調(diào)節(jié)作用,接受過高等教育的鄉(xiāng)村教師在這五個因素上的水平得分均更低,而在個人偏好、學(xué)校因素和教師教育這三個因素的作用上,高等教育經(jīng)歷不具有調(diào)節(jié)作用。第五部分,在概括研究結(jié)論的基礎(chǔ)上,本研究提出了解決鄉(xiāng)村教師"留不住"問題的政策建議,尤其對具有高等教育經(jīng)歷的鄉(xiāng)村教師,提出了具體針對性的政策措施。
[Abstract]:In the development of rural education, rural teachers are the key. At present, the construction of rural teachers in China is facing the three major problems of "not going down", "unable to stay" and "bad teaching", which seriously restrict the sustainable and healthy development of rural education. Among the three problems, the most urgent need to be solved is the most urgent need to be solved in rural schools. In the next five to ten years, there will be a large number of "old" rural teachers retiring, and the post of rural teachers will be supplemented by a large number of higher education graduates, so the future of rural schools will be true. The stability of the present teachers' ranks also depends mainly on whether the rural teachers with such characteristics can "stay". Therefore, the study of the influence and mechanism of the higher education experience on the professional intention of the rural teachers is beneficial to supplement and improve the specific policy measures of the rural teacher support plan and to solve the problem of "not staying" more effectively. The full text is mainly composed of five major parts: the first part defines the concept of rural teachers' professional intention, designs the whole research and puts forward specific research hypotheses. The second part analyzes the data of the questionnaire recovery and the reliability and validity test of this research. The results show the data of this survey. Good structure, reliability and validity meet the requirements, can be used for data analysis. The third part, according to the national and the survey data, to understand the country and sample areas of rural teachers' higher education experience and professional intentions, the specific results are as follows: 1, with the national primary and secondary school teachers' educational background change trend convergence, rural primary and secondary school teachers' educational background from 9 In 0s, the number of primary school teachers in rural primary schools, accounting for 70% of the total number of teachers in rural primary schools and 30% of the total number of teachers in rural middle schools, was reduced to less than 10%.2 after the abolition of the three level system in 2001. Compared with the national primary and secondary school teachers' educational structure, the high level education of primary and secondary school teachers should be lower than the national level of 10 hundred. The proportion of bachelor's degree is 10 percentage points low, the proportion of college education and high school and below is 5 percentage points.3, and 95.5% of rural teachers in the current sample area have professional or undergraduate education, while 54.1% of the teachers are secondary teachers and below, with more than ninety percent teachers passing through the job. The main forms of rural teachers' education promotion are correspondence, self-examination and TV University, which are 28.4%, 22.2% and 25.5% respectively. 4, the overall vocational intention level of rural teachers in the sample area is better (M-3.85), but the vocational intention of rural teachers in higher education is low; and the rural teachers who have received higher education are on the low side. The teachers' score on the three dimensions of professional intention is: professional understanding of professional will and occupation emotion. From the individual difference, the individual difference in professional cognition is not significant; the score of professional emotion dimension is significantly higher than that of the male teacher; the score of the professional will dimension is significantly higher than that of the 50 years old. In the fourth part of the rural teachers at the age of 35 and below, the influence of rural teachers' higher education experience on their professional intentions is further analyzed. The concrete results are as follows: 1, the vocational intention of rural teachers with different higher education experiences has significant differences: the vocational intention to receive rural education in full time higher education is significantly lower than that of the others Rural teachers; the level of higher education education and the way of obtaining higher education have no significant influence on the professional intention of rural teachers.2, and the five factors of higher education experience in cultural adaptation, economic treatment, social status, family and state policy have a moderating effect on the influence of rural teachers' professional intention. Rural teachers who have received higher education have lower level scores on these five factors, and higher education experience does not have a regulatory role in the role of three factors such as personal preference, school factors and teacher education. The fifth part, on the basis of a summary of the conclusion of the study, puts forward a solution to the problem of "unable to stay" for rural teachers. Policy recommendations, especially for rural teachers with higher education experience, put forward specific policy measures.

【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G525.1

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