本文選題：義務教育階段 + 教師合格狀況�。� 參考：《東北師范大學》2017年碩士論文

【摘要】：隨著世界各國教育改革的日益深入,各國政府和越來越多的學者愈發(fā)意識到教師在教育改革中的重要作用。目前,我國義務教育發(fā)展已經(jīng)由量的擴張進入到了質(zhì)的提升的新階段,深化義務教育改革,提升義務教育階段教學質(zhì)量等是這一階段重要的目標,教師作為提升教育教學質(zhì)量的主力軍,政府對其教育理念、專業(yè)能力、職業(yè)道德等能力素質(zhì)提出了更新、更高的要求。因此,探討現(xiàn)階段城鄉(xiāng)義務教育階段教師的合格狀況,從宏觀上把握城鄉(xiāng)義務教育階段教師的工作勝任能力,具有重要的現(xiàn)實意義。本研究以城鄉(xiāng)義務教育階段教師為調(diào)查對象,以了解當前城鄉(xiāng)義務教育階段教師合格狀況為研究目的,通過調(diào)查研究、數(shù)理分析等手段對城鄉(xiāng)義務教育階段教師合格狀況進行整體描述和比較分析,并結合研究結論對研究未來的發(fā)展趨勢做了一定的展望。具體的研究內(nèi)容如下:緒論:介紹研究緣起,綜述相關文獻,闡述研究方法和意義。第一章:研究設計與過程。介紹本研究的研究對象和研究工具,并對調(diào)查樣本、數(shù)據(jù)處理與分析方法、研究過程等方面做了詳盡的說明。第二章:調(diào)查結果與分析。運用社會科學統(tǒng)計軟件SPSS21.0,從總體上對城鄉(xiāng)義務教育階段教師的合格狀況進行描述分析,并從性別、年齡、教齡、職稱、學歷、身份、地域等不同維度對教師的合格狀況進行比較分析。第三章:結論與討論。數(shù)據(jù)分析結果表明,我國城鄉(xiāng)義務教育階段教師合格狀況總體達到較好水平,這說明絕大多數(shù)義務教育階段教師都是合格的;城市中女性教師的合格狀況顯著好于男性教師;鄉(xiāng)鎮(zhèn)中不同年齡教師合格狀況存在顯著差異;鄉(xiāng)鎮(zhèn)中執(zhí)教21~30年的教師合格狀況顯著好于執(zhí)教11~20年的教師,同時執(zhí)教11~20年的教師合格狀況相對最差;在城市和縣城中,不同職稱的教師合格狀況存在顯著差異;任教時學歷為研究生的教師合格狀況最好,其次是學歷為中專/中師的教師,在縣城教師中任教時學歷為中專/中師的教師合格狀況顯著好于大專教師;代課教師合格狀況顯著好于特崗教師;城市教師合格狀況顯著好于鄉(xiāng)鎮(zhèn)教師;東部教師和中部教師合格狀況均顯著好于西部教師。
[Abstract]:With the deepening of educational reform in the world, governments and more scholars are becoming more and more aware of the important role of teachers in the educational reform. At present, the development of compulsory education in our country has moved from the expansion of quantity to the new stage of quality improvement. Deepening the reform of compulsory education and improving the quality of teaching in the stage of compulsory education are the important objectives of this stage. Teachers as the main force to improve the quality of education and teaching, the government has put forward new and higher requirements to its educational concept, professional ability, professional ethics and other ability qualities. Therefore, it is of great practical significance to probe into the qualified status of teachers in the stage of compulsory education in urban and rural areas at present, and to grasp the competence of teachers in the stage of compulsory education in urban and rural areas from a macro point of view. The purpose of this study is to investigate the teachers' qualification in the stage of compulsory education in urban and rural areas, and to find out the qualified status of teachers in the stage of compulsory education in urban and rural areas. By means of mathematical analysis and other means, this paper gives a comprehensive description and comparative analysis of teachers' qualification in compulsory education in urban and rural areas, and makes a certain prospect on the future development trend of the research combined with the conclusion of the research. The specific research contents are as follows: introduction: introduce the origin of the study, review the relevant literature, explain the research methods and significance. Chapter one: research design and process. The research object and research tools are introduced, and the investigation sample, data processing and analysis method, research process and so on are explained in detail. Chapter two: investigation results and analysis. Using SPSS21.0, this paper describes and analyzes the qualified status of teachers in urban and rural compulsory education, and analyzes the qualification of teachers in terms of gender, age, teaching age, professional title, educational background, identity, etc. This paper compares and analyzes the teachers' qualification in different dimensions, such as region. Chapter three: conclusion and discussion. The result of data analysis shows that the qualified status of teachers in urban and rural compulsory education stage has reached a good level, which shows that most of the teachers in compulsory education stage are qualified, the qualified status of female teachers in urban areas is significantly better than that of male teachers; There are significant differences in the qualification of teachers of different ages in villages and towns, the teachers' qualifications of 21 ~ 30 years in villages and towns are significantly better than those of 11 ~ 20 years of teaching, while the qualifications of teachers in 11 ~ 20 years of teaching are relatively the worst in cities and counties. There were significant differences in the qualification of teachers with different professional titles, and the teachers with graduate degrees were the best, followed by teachers with secondary / technical secondary school qualifications. The qualifications of teachers of secondary school / secondary school are better than that of junior college teachers, the qualified condition of substitute teachers is better than that of special post teachers, the qualified status of city teachers is better than that of township teachers. The qualification status of teachers in the east and in the middle was significantly better than that in the west.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G525.1

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