【摘要】：近些年來,國家教育政策越來越關(guān)注教師教育,強調(diào)教師對該職業(yè)在思想和行為上的認同。師范生作為未來的教師卻暴露出教師身份認同較差,專業(yè)學(xué)習(xí)不主動、不積極的狀況,這不僅直接影響著師范生的專業(yè)知識與技能的積累,而且間接影響了基礎(chǔ)教育的教學(xué)質(zhì)量以及新課程改革的縱深推進。研究力圖對師范生教師身份認同現(xiàn)狀、發(fā)展過程和影響因素予以探討,揭示了教師專業(yè)發(fā)展的內(nèi)源性動力和深層機制,從而為高等師范院校培養(yǎng)師范生提供可行性建議。研究嘗試將“量的研究”和“質(zhì)的研究”方法相結(jié)合,通過自編師范生教師身份認同問卷對458名師范生進行了問卷調(diào)查,并輔以深度訪談,結(jié)果發(fā)現(xiàn)：師范生教師身份認同總體認同水平有待進一步提高。在各個人口統(tǒng)計變量上,師范生的教師身份認同都存在差異性。師范生在學(xué)期間其教師身份認同發(fā)展的困境表現(xiàn)在歸屬感的消解、方向感的模糊以及無力感的侵襲。師范生教師身份認同發(fā)展主要經(jīng)歷了迷茫期、探尋期和定向期。師范生教師身份認同的發(fā)展過程是一個不斷尋求歸屬與區(qū)別的過程。其教師身份認同形成與發(fā)展受到師范生的情緒、態(tài)度,師范生個人生活史、國家教育政策、學(xué)校組織環(huán)境、人際關(guān)系環(huán)境等因素的影響。 基于對師范生教師身份認同的理論探討和實證研究,從三個層面提出了相應(yīng)建議以期提高師范生的教師身份認同水平。第一,在國家社會層面上提出營造尊師重教的社會風(fēng)尚,加強教師職業(yè)的專業(yè)性的建議；第二,在師范院校層面提出：營造師范性的校園文化,加強師范生職業(yè)倫理教育,加強師范課程的實踐性,加強師范生職業(yè)生涯指導(dǎo),改進師范生的評價方式等建議；第三,在師范生個體層面提出了激發(fā)師范生的主體意識,促進師范生的自我反思兩方面的建議。
[Abstract]:In recent years, the national education policy has paid more and more attention to teacher education, emphasizing teachers' recognition of the profession in thought and behavior. As future teachers, normal school students expose the poor identity of teachers, the lack of initiative and inactivity in professional learning, which not only directly affect the accumulation of professional knowledge and skills of normal school students, but also have a negative impact on the accumulation of professional knowledge and skills of normal school students. And indirectly affected the teaching quality of basic education and the in-depth advancement of the new curriculum reform. The research tries to probe into the status quo, development process and influencing factors of teachers' identity, and reveals the endogenous motivation and deep-seated mechanism of teachers' professional development, so as to provide feasible suggestions for the training of teachers' students in normal colleges and universities. This study attempts to combine the "quantitative study" with the "qualitative research" method. Through the self-designed teacher identity questionnaire for normal school students, a questionnaire survey was conducted among 458 normal students, supplemented by in-depth interviews. The results show that the overall level of teachers' identity needs to be further improved. In each demographic variable, there are differences in teacher identity among normal school students. The dilemma of teachers' identity development of normal school students during the semester lies in the resolution of belonging sense, the ambiguity of direction and the invasion of powerlessness. The development of teachers' identity of normal school students mainly goes through the period of confusion, exploration and orientation. The development process of teacher identity of normal school students is a process of seeking attribution and distinction. The formation and development of teachers' identity is influenced by the emotion, attitude, personal life history, national education policy, school organization environment, interpersonal relationship environment and other factors of normal school students' emotion, attitude, personal life history, national education policy, school organization environment and interpersonal relationship environment. Based on the theoretical and empirical research on teachers' identity of normal school students, this paper puts forward corresponding suggestions from three aspects in order to improve the level of teachers' identity of teachers' students. Firstly, on the national social level, the author puts forward some suggestions on how to create the social fashion of respecting teachers and valuing education, and how to strengthen the professionalism of teachers' profession. Second, at the level of normal colleges and universities, the following suggestions are put forward: to build a normal school culture, to strengthen the vocational ethics education of normal students, to strengthen the practicality of teachers' courses, to strengthen the career guidance of normal students, and to improve the evaluation mode of normal students; Thirdly, the author puts forward two suggestions on stimulating normal students' subjective consciousness and promoting normal students' self-reflection at the individual level.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G652

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