本文選題：民辦小學(xué) + 民辦小學(xué)教師��； 參考：《寧夏大學(xué)》2015年碩士論文

【摘要】：教師專業(yè)認(rèn)同是教師在教育教學(xué)過程中通過不斷反思、理解、體悟自身從教意義和價(jià)值的過程。這個(gè)過程對于教師理解自己的工作情境、感知工作價(jià)值并賦予意義有十分重要的作用。在近幾十年來,教師教育發(fā)展研究在認(rèn)識論和方法論方面經(jīng)歷著隨時(shí)代更新而引起的變革,從教師知識技能到情感態(tài)度、再到角色及社會認(rèn)同,教師面對的要求和挑戰(zhàn)日益艱巨。目前,我國關(guān)于教師專業(yè)認(rèn)同的研究主要集中于各個(gè)教育階段、不同學(xué)科教師,而針對屬于自負(fù)盈虧、自主經(jīng)營的民辦小學(xué)教師專業(yè)認(rèn)同研究尚屬空白,民辦小學(xué)教師專業(yè)認(rèn)同問題以及認(rèn)同特征、類型等問題也沒有闡釋,本文將從此作為切入點(diǎn)進(jìn)行理論研究。本文在梳理已有關(guān)于教師專業(yè)認(rèn)同研究文獻(xiàn)的基礎(chǔ)上,結(jié)合訪談法和個(gè)人生活史敘述研究,以當(dāng)前民辦小學(xué)教師工作的實(shí)然狀態(tài)為出發(fā)點(diǎn),通過質(zhì)性研究,對民辦小學(xué)教師專業(yè)認(rèn)同進(jìn)行探討和分析。研究發(fā)現(xiàn)民辦小學(xué)教師專業(yè)認(rèn)同程度一般,主要存在民辦小學(xué)教師個(gè)人、任教民辦小學(xué)以及社會認(rèn)同三個(gè)層面的問題。針對以上問題,在訪談中本研究著重從教師個(gè)體、工作環(huán)境、社會認(rèn)可度三個(gè)方面探討形成民辦小學(xué)教師專業(yè)認(rèn)同的策略導(dǎo)向,指出教師要建構(gòu)積極合理的教師專業(yè)認(rèn)同,要從激發(fā)教師專業(yè)認(rèn)同意識、喚醒教師專業(yè)自覺、培養(yǎng)教師專業(yè)認(rèn)同情感,民辦小學(xué)要形成以人為本的教師管理和評價(jià)機(jī)制、營造良好的校園文化氛圍、搭建教師合作交流平臺,社會層面在政策上公平對待民辦小學(xué)、轉(zhuǎn)變社會對民辦小學(xué)的觀念,多方面為民辦小學(xué)教師有效教育教學(xué)實(shí)踐行為的踐行奠定內(nèi)在基礎(chǔ)。
[Abstract]:Teachers' professional identity is the process of teachers' continuous reflection, understanding and understanding of their own teaching significance and value in the process of education and teaching. This process is very important for teachers to understand their work situation, to perceive the value of their work and to give meaning. In recent decades, the research on the development of teacher education has experienced changes in epistemology and methodology, ranging from teachers' knowledge and skills to emotional attitude, role and social identity. The demands and challenges faced by teachers are becoming increasingly arduous. At present, the research on teachers' professional identity in our country is mainly focused on the various education stages, different subject teachers, but the research on the professional identity of private primary school teachers, which belongs to self-financing and independent management, is still blank. The problems of professional identity, identity characteristics and types of private primary school teachers have not been explained, so this paper will carry out theoretical research as a starting point from now on. On the basis of combing the existing literature on teachers' professional identity, combining the interview method and personal life history narration research, this paper takes the actual state of teachers' work in private primary schools as the starting point, through qualitative research. This paper discusses and analyzes the professional identity of private primary school teachers. It is found that the degree of professional identity of private primary school teachers is general, and there are three aspects of private primary school teachers' individual, teaching private primary schools and social identity. In view of the above problems, in the interview, this study focuses on the three aspects of teachers' individual, working environment, social recognition to explore the formation of private primary school teachers' professional identity strategy guidance, pointing out that teachers should build a positive and reasonable teacher professional identity. In order to stimulate teachers' professional identity consciousness, awaken teachers' professional consciousness and cultivate teachers' professional identity emotion, private primary schools should form a people-oriented teacher management and evaluation mechanism, and create a good campus culture atmosphere. Build a teacher cooperation and exchange platform, the social level in the policy of fair treatment of private primary schools, change the social concept of private primary schools, in many ways for private primary school teachers effective education and teaching practice of the internal foundation.
【學(xué)位授予單位】：寧夏大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G625.1

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