本文關(guān)鍵詞： 青年女教師 學術(shù)生活 教學 科研 晉升 性別因素　出處：《華東師范大學》2013年碩士論文　論文類型：學位論文

【摘要】：隨著高等教育大眾化的發(fā)展,高校女教師的規(guī)模和數(shù)量也日益擴大、增長。已有的關(guān)于高校女教師生存處境的研究,多依賴于大型調(diào)研或特定理論視角(如女性主義),缺乏女教師自己的聲音和敘述。本研究旨在通過三位青年女教師的敘述,以學術(shù)生活為切入點,探尋當前高校女教師生存處境的“主體性聲音”和“地方性”知識。 三位女教師的肖像是論文的起點。通過肖像描繪,三位女教師的求學經(jīng)歷、成長環(huán)境得以呈現(xiàn)。 職業(yè)選擇與教師參與學術(shù)生活密切相關(guān),它決定了教師參與的態(tài)度、投入力度等。因此,“為何做教師”是論文的核心問題之一。研究表明,在青年女教師的職業(yè)選擇上,職業(yè)自身的特性、教師的個性特質(zhì),以及其它客觀因素(如城市吸引力、大學待遇福利等)成為重要的影響因素。青年女教師選擇當教師,更多是出于“職業(yè)”考慮,而非“志業(yè)”抱負。 教學生活是學術(shù)生活的重要構(gòu)成。教學生活方面,尤其是職業(yè)生涯早期,教師的教學壓力會比科研壓力大,她們需要完成從學生到教師的身份轉(zhuǎn)換,并適應教學生活安排。伴隨著教學工作穩(wěn)定之后,教師的科研壓力逐漸上升。 科研和晉升是學術(shù)生活核心構(gòu)成的另一維度。就性別角度而言,青年女教師并不認為在學術(shù)生活中存在性別差異或歧視,甚至還認為男教師有時會處于弱勢地位,比如他們沒有產(chǎn)假來休養(yǎng)生息。不論是教學安排,還是科研晉升,她們都認為并沒有性別歧視。三位青年女教師都認可現(xiàn)有的學術(shù)通道模式。不論是對課時安排還是晉升制度,她們都表示了一定的認可。她們認為早期付出是合理的,因為學術(shù)晉升機制就是自下而上的,這一體制人人都有機會往上走,盡管很困難。 與男教師不同,家庭生活尤其是懷孕生子等因素會嚴重影響教師學術(shù)生活常規(guī)秩序,讓青年女教師在兩三年之內(nèi)難以步入正軌。社會期盼、傳統(tǒng)文化形塑的女性角色影響著青年女教師的自我角色定位,這也讓她們在職業(yè)晉升過程中處于不利地位,盡管這與性別歧視無關(guān)。
[Abstract]:With the development of the popularization of higher education , the size and quantity of female teachers in colleges and universities are expanding and increasing . The portrait of three female teachers is the starting point of the paper . Through the portrait depiction , three female teachers ' learning experiences , the growth environment is presented . Career choice is closely related to the teacher ' s participation in academic life , which determines the attitude , input and so on of teacher ' s participation . Therefore , " why do teachers " is one of the core issues of the thesis . The research shows that in the career choice of young female teachers , the characteristics of teachers , and other objective factors ( such as city attraction , university treatment benefit , etc . ) have become an important influence factor . Young female teachers choose to be teachers , more out of " occupation " and not " ambition " ambition . Teaching life is an important component of academic life . In teaching life , especially in the early career , teachers ' teaching pressure can be greater than the scientific research pressure , and they need to complete the identity transformation from students to teachers and adapt to the teaching life arrangement . With the stability of teaching work , teachers ' scientific research pressure gradually increases . Scientific research and promotion are another dimension of the core of academic life . In terms of gender , young women teachers do not believe there are gender differences or discrimination in academic life , and even consider that male teachers are sometimes disadvantaged , such as they do not have sex discrimination . All three young women teachers recognize that there is no gender discrimination . All three young women teachers recognize the existing academic channel model . They believe that early payment is reasonable because the academic promotion mechanism is bottom - up , and this system has the opportunity to move forward , although it is difficult . In contrast to male teachers , the factors such as family life , especially the birth of pregnancy , can seriously affect the normal order of teachers ' academic life , so that young female teachers can ' t step into track in two or three years . The social expectation is that traditional culture - shaped female roles affect the self - role of young female teachers , which also makes them disadvantaged in the process of career advancement , although this is not related to gender discrimination .

【學位授予單位】：華東師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G645.1;G644

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本文編號：1530490