本文選題：小學(xué) + 教師權(quán)威�。� 參考：《陜西師范大學(xué)》2015年碩士論文

【摘要】：教育的價(jià)值在于提升人的價(jià)值,而人各有差異,那么提升不同人的價(jià)值也應(yīng)是教育價(jià)值的題中之義。在教育中突出體現(xiàn)為教師對(duì)不同學(xué)生的思想方法的不同影響。而教師權(quán)威是教師在師生交往過程中對(duì)學(xué)生產(chǎn)生的影響,涵蓋思想、學(xué)識(shí)、才能等方面,對(duì)提升學(xué)生的價(jià)值有著非比尋常的作用。因此,從實(shí)現(xiàn)教育的價(jià)值角度而言,在師生交往過程中,因教師權(quán)威對(duì)象的不同,其本身亦會(huì)呈現(xiàn)出不同的特點(diǎn)。加之對(duì)我國目前教育劃一性、無性別教育對(duì)象的現(xiàn)狀思考,筆者提出應(yīng)正視學(xué)生差異下的教師權(quán)威問題。本文試圖突破以往局限于對(duì)教師權(quán)威的現(xiàn)狀和不足方面的研究,運(yùn)用文獻(xiàn)檢索法,在已有研究的基礎(chǔ)之上,結(jié)合兒童權(quán)威認(rèn)知發(fā)展、性別刻板印象等,提出五點(diǎn)假設(shè)：我國小學(xué)教師權(quán)威因客體對(duì)象及問題發(fā)生領(lǐng)域的不同而存在差異；在城市、城郊與農(nóng)村,小學(xué)教師權(quán)威有顯著性差異；不同學(xué)段的小學(xué)生接受適應(yīng)的教師權(quán)威有顯著性差異；不同性別的小學(xué)生接受適應(yīng)的教師權(quán)威有顯著性差異;在不同問題發(fā)生領(lǐng)域,小學(xué)教師權(quán)威有差異。通過編制開放性問卷搜集問卷項(xiàng)目,結(jié)合相關(guān)資料,經(jīng)過預(yù)試及修改,形成信度、效度都較高的正式的封閉式問卷。為彌補(bǔ)問卷調(diào)查的不足、探析深層次的問題,本文圍繞教師權(quán)威及差異的影響因素,設(shè)計(jì)并進(jìn)行了半控制狀態(tài)下的結(jié)構(gòu)訪談。在問卷調(diào)查法的基礎(chǔ)上,采取隨機(jī)抽樣的方法,對(duì)全國范圍內(nèi)的市區(qū)、城郊及農(nóng)村的小學(xué)生進(jìn)行隨機(jī)抽樣調(diào)查。通過運(yùn)用較為恰當(dāng)?shù)膮?shù)檢驗(yàn)方法對(duì)問卷調(diào)查的數(shù)據(jù)進(jìn)行整理分析,驗(yàn)證研究假設(shè),得出本文研究假設(shè)均成立的結(jié)果。結(jié)合訪談結(jié)果,運(yùn)用比較分析法進(jìn)一步分析研究結(jié)果,筆者得出了較為突出的一般性結(jié)論。我國小學(xué)生在教師權(quán)威體現(xiàn)為：學(xué)生對(duì)教師的服從程度高于尊敬；教師自身是我國小學(xué)教師權(quán)威的決定性因素；小學(xué)生在教師權(quán)力下的服從程度較高；城市小學(xué)教師權(quán)威強(qiáng)于城郊與農(nóng)村；小學(xué)女生對(duì)教師更尊敬、服從；低年級(jí)的小學(xué)生傾向于服從外表漂亮的教師,而高年級(jí)的小學(xué)生則更注重教師對(duì)自己的態(tài)度從而選擇服從與否。調(diào)查結(jié)果顯示,我國小學(xué)教師權(quán)威存在差異�；诖�,筆者結(jié)合調(diào)查結(jié)論中我國小學(xué)教師權(quán)威存在的特點(diǎn),提出從重塑“師道尊嚴(yán)”、著力農(nóng)村與城郊教育建設(shè)、尊重學(xué)生性別差異這三方面來探尋合理的小學(xué)教師權(quán)威的實(shí)現(xiàn)路徑。試圖在豐富教師權(quán)威及其構(gòu)建方面的現(xiàn)實(shí)依據(jù)的同時(shí),為教師權(quán)威理論的深入研究提供借鑒。
[Abstract]:The value of education lies in the promotion of human value, and people have their own differences, so the promotion of different people's value should also be the meaning of educational value.In education, teachers have different influences on different students' thinking methods.The authority of teachers is the influence of teachers on students in the process of communication between teachers and students, including ideas, learning, talent and so on, which plays an extraordinary role in enhancing the value of students.Therefore, from the point of view of realizing the value of education, in the process of communication between teachers and students, due to the different objects of authority of teachers, it will also show different characteristics.In addition, the author puts forward that teachers' authority should be faced squarely under the difference of students.This paper attempts to break through the previous research on the current situation and deficiency of teacher authority, and use literature retrieval method, on the basis of existing research, combined with the development of children's authority cognition, gender stereotype and so on.Five hypotheses are put forward: there are differences in the authority of primary school teachers in our country because of the difference of object object and problem field, and there are significant differences between the authority of primary school teachers in urban, suburban and rural areas.There are significant differences in the teachers' authority in the acceptance of adaptation among primary school students of different learning stages; in the areas of different problems, there are significant differences in the authority of teachers of pupils of different genders.By compiling the open questionnaire to collect the questionnaire items, combining with the relevant data, through the pre-test and modification, the formal closed questionnaire with high reliability and validity is formed.In order to make up for the deficiency of the questionnaire and to explore the deep problems, this paper designs and carries out a structural interview under the condition of semi-control around the authority of teachers and the influencing factors of differences.On the basis of questionnaire survey, the random sampling method was adopted to investigate the pupils in urban, suburban and rural areas in the whole country.By using the more appropriate parameter test method to collate and analyze the data of the questionnaire, and verify the research hypothesis, we can get the conclusion that all the hypotheses in this paper hold true.Combined with the results of interviews and further analysis of the results by comparative analysis, the author draws a more prominent general conclusion.The primary school students' authority in teachers is reflected in the following aspects: the degree of students' obedience to teachers is higher than that of respect; the teachers themselves are the decisive factors of the authority of primary school teachers;Urban primary school teachers are more authoritative than suburban and rural areas; girls in primary schools have more respect for teachers and follow them; pupils in the lower grades tend to serve teachers who are beautiful in appearance.The senior pupils pay more attention to teachers' attitude towards themselves and choose whether to obey or not.The results show that there are differences in the authority of primary school teachers in China.Based on this, the author combines the characteristics of the authority of primary school teachers in our country, and puts forward the idea of remoulding the "dignity of teachers' way" and focusing on the construction of rural and suburban education.Respect the gender difference of students to explore a reasonable way to achieve the authority of primary school teachers.This paper attempts to enrich the practical basis of teacher authority and its construction, and at the same time, to provide reference for the further study of teacher authority theory.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G625.1

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