【摘要】：隨著教育教學(xué)事業(yè)的不斷發(fā)展，教師專業(yè)發(fā)展、職業(yè)社會(huì)化問(wèn)題已經(jīng)成為了解決學(xué)校教育問(wèn)題，影響教育改革深化的關(guān)鍵因素之一，而作為教師職業(yè)社會(huì)化的開(kāi)端，實(shí)習(xí)教師在教育實(shí)習(xí)過(guò)程中的社會(huì)化問(wèn)題也逐漸走入人們的研究視野。教師這一社會(huì)角色的扮演是實(shí)習(xí)教師社會(huì)化過(guò)程中的重要核心，因此實(shí)習(xí)教師在社會(huì)化過(guò)程中對(duì)于教師角色的認(rèn)知情況發(fā)生了怎樣的轉(zhuǎn)變，對(duì)于幫助我們進(jìn)一步深入了解實(shí)習(xí)教師的職業(yè)社會(huì)化過(guò)程有很大的意義。 本文基于對(duì)于本文基于對(duì)社會(huì)化、社會(huì)角色理論概念的理解和掌握以及對(duì)于已有實(shí)習(xí)教師社會(huì)化、角色認(rèn)知方面研究的梳理和分析，進(jìn)而將實(shí)習(xí)教師對(duì)于教師角色的認(rèn)知維度劃分為：教師角色的知能認(rèn)知、教師角色與其他群體關(guān)系的認(rèn)知、教師角色道德規(guī)范與職責(zé)的認(rèn)知三個(gè)維度。在此基礎(chǔ)上，筆者自行設(shè)計(jì)問(wèn)卷收集數(shù)據(jù)，通過(guò)前測(cè)與后測(cè)的數(shù)據(jù)分析、對(duì)比，對(duì)D大學(xué)師范生的在實(shí)習(xí)過(guò)程中所發(fā)生的角色認(rèn)知轉(zhuǎn)變情況進(jìn)行了解。另外通過(guò)前后期訪談以及對(duì)于總結(jié)會(huì)議的會(huì)議記錄，對(duì)影響實(shí)習(xí)教師社會(huì)化過(guò)程中角色認(rèn)知轉(zhuǎn)變的影響因素進(jìn)行分析與歸納。最后提出幫助實(shí)習(xí)教師在社會(huì)化過(guò)程中形成正確角色認(rèn)知的幾點(diǎn)建議。 本研究發(fā)現(xiàn):第一，與參與教育實(shí)習(xí)前相比，實(shí)習(xí)結(jié)束后，實(shí)習(xí)教師在教師角色知能維度、教師角色與外界關(guān)系維度的認(rèn)知方面都發(fā)生了重視程度提高的認(rèn)知轉(zhuǎn)變，而在教師角色規(guī)范與職責(zé)維度，實(shí)習(xí)教師的重視程度發(fā)生了略微的下降。第二，在教育實(shí)習(xí)期間，影響實(shí)習(xí)教師社會(huì)化過(guò)程中角色認(rèn)知的主要影響因素包括人和環(huán)境兩大方面。其中人的因素包括個(gè)體自身形成和他人造成的影響因素兩種，如個(gè)體的早期經(jīng)驗(yàn)、從教熱情或是實(shí)習(xí)環(huán)境中的指導(dǎo)教師、學(xué)生和同伴實(shí)習(xí)教師；環(huán)境的因素則分為學(xué)校環(huán)境和班級(jí)環(huán)境，學(xué)校環(huán)境中的校園文化與管理建設(shè)，班級(jí)中的客觀條件和教學(xué)資源等都會(huì)對(duì)實(shí)習(xí)教師社會(huì)化過(guò)程中的角色認(rèn)知轉(zhuǎn)變產(chǎn)生影響。最后，研究者總結(jié)了角色認(rèn)知轉(zhuǎn)變與實(shí)習(xí)教師社會(huì)化的緊密聯(lián)系，主要表現(xiàn)為：角色認(rèn)知轉(zhuǎn)變呈現(xiàn)社會(huì)化發(fā)展的規(guī)律性，角色認(rèn)知轉(zhuǎn)變受社會(huì)化發(fā)展影響因素的影響，角色認(rèn)知轉(zhuǎn)變結(jié)果影響社會(huì)化過(guò)程的發(fā)展。并提出了前培養(yǎng)實(shí)習(xí)教師的角色化意識(shí)，，遵循實(shí)習(xí)教師社會(huì)化規(guī)律及時(shí)進(jìn)行幫助、指導(dǎo)，以及優(yōu)化中小學(xué)指導(dǎo)教師選拔等建議。
[Abstract]:With the continuous development of education and teaching, the professional development of teachers, the problem of vocational socialization has become one of the key factors to solve the problems of school education and influence the deepening of educational reform, and as the beginning of the socialization of teachers' profession, The socialization of intern teachers in the process of educational practice has gradually entered people's research field of vision. The role of teacher as a social role is the core of the socialization process of intern teachers, so what kind of changes have taken place in the cognition of teachers' roles in the process of socialization. It is of great significance to help us to further understand the process of professional socialization of intern teachers. This paper is based on the understanding and mastery of socialization, social role theory, and the research on socialization and role cognition of existing intern teachers. Furthermore, the cognitive dimensions of the teacher's role are divided into three dimensions: the cognition of the teacher's role, the cognition of the relationship between the teacher's role and other groups, the moral norm of the teacher's role and the cognition of the teacher's duty. On this basis, the author designed a questionnaire to collect data, through pre-test and post-test data analysis, compared to the D University normal students in the practice process of role cognition changes occurred to understand the situation. In addition, through the interview before and later period and the meeting minutes of the summing up meeting, this paper analyzes and sums up the factors that affect the change of role cognition in the process of socialization of intern teachers. Finally, some suggestions are put forward to help intern teachers form correct role cognition in the process of socialization. The findings are as follows: first, compared with before participating in the educational practice, after the practice, the intern teachers have taken a cognitive change in the cognitive aspects of the dimension of teachers' knowledge and ability, the dimension of teachers' role and the relationship between teachers and the outside world. However, in the dimensions of teachers' roles and responsibilities, the importance of intern teachers has declined slightly. Secondly, during the period of educational practice, the main factors that affect the cognition of role in the socialization of intern teachers include two aspects: human and environment. There are two kinds of human factors, such as the individual's early experience, the enthusiasm of teaching or the guidance teacher in the practice environment, the student and the peer intern teacher. The factors of environment can be divided into school environment and class environment, campus culture and management construction in school environment, objective conditions and teaching resources in class will affect the transformation of role cognition in the socialization process of intern teachers. Finally, the researcher summarizes the close relationship between the transformation of role cognition and the socialization of intern teachers, which mainly shows that the transformation of role cognition presents the regularity of socialization development, and the change of role cognition is influenced by the factors affecting the development of socialization. The result of the change of role cognition influences the development of socialization process. The author also puts forward some suggestions such as cultivating the role consciousness of intern teachers, following the rules of socialization of intern teachers to help, guide and optimize the selection of guiding teachers in primary and secondary schools.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G652.4

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