本文選題：教師 + 角色沖突��； 參考：《西北師范大學(xué)》2015年碩士論文

【摘要】：現(xiàn)代社會(huì)教育改革的浪潮不斷推動(dòng)著教育制度的完善與發(fā)展,也逐漸促進(jìn)了學(xué)校功能的擴(kuò)大和健全。與此同時(shí),教師所擔(dān)負(fù)的職業(yè)角色和社會(huì)責(zé)任也在明顯增加。在外界條件變化和主觀因素的共同作用下,教師的角色沖突問題凸顯,更是成為影響教師職業(yè)倦怠的首要因素,也成為中外學(xué)者關(guān)注的熱點(diǎn)。教師角色沖突不僅阻礙了教師的專業(yè)發(fā)展和素質(zhì)提升,也對學(xué)生的健康發(fā)展和學(xué)校教師隊(duì)伍的管理造成消極影響。迄今為止,眾多學(xué)者對教師角色沖突問題的研究多停留在教師群體的角色沖突方面,對于問題的原因分析和對策提出更多是向社會(huì)、學(xué)校和教育制度靠攏,從教師自身角度出發(fā)來進(jìn)行的分析和研究屈指可數(shù),對教師個(gè)人角色沖突問題的深度跟蹤研究更是少之又少。社會(huì)對教師由來已久的高期待、學(xué)校工作和任務(wù)的繁雜多變、學(xué)生群體的變化等外在因素都成為導(dǎo)致小學(xué)教師角色沖突出現(xiàn)的間接因素,而教師人格的不完整是導(dǎo)致教師角色沖突的關(guān)鍵性因素。具有完整人格的教師能游刃有余地轉(zhuǎn)換自己扮演的所有角色,并保持對教師職業(yè)的高度熱忱。教師角色轉(zhuǎn)換出現(xiàn)障礙,引起角色沖突,更會(huì)導(dǎo)致教師產(chǎn)生職業(yè)倦怠甚至離職。因此,尋求角色沖突的對策,緩解教師職業(yè)倦怠,除了引領(lǐng)外界對教師職業(yè)具有合理的期待,提倡學(xué)校對教師工作做出合理安排,更需要教師自身對角色有正確的認(rèn)知并能健全自身人格。本文采用質(zhì)性研究的方法,通過與一名小學(xué)教師的深入交流和觀察,體驗(yàn)和感受該教師的內(nèi)心和情感世界。結(jié)合觀察法、訪談法等研究方法,從教師職業(yè)倦怠的視角出發(fā),結(jié)合相關(guān)理論對個(gè)案教師職業(yè)倦怠的關(guān)鍵性影響因素——角色沖突問題開展研究。實(shí)際上,個(gè)案研究對象L老師從對教師職業(yè)充滿美好憧憬到對殘酷現(xiàn)實(shí)的厭倦,經(jīng)歷了豐富的人生體驗(yàn),這些體驗(yàn)都是在日復(fù)一日循環(huán)的工作中不斷堆積起來的心理變化。緩解教師角色沖突,不僅僅是對她個(gè)人的提升,也是對學(xué)校教師隊(duì)伍建設(shè)的促進(jìn)。
[Abstract]:The tide of educational reform in modern society promotes the perfection and development of educational system, and also promotes the expansion and perfection of school function. At the same time, teachers' professional roles and social responsibilities have increased significantly. Under the joint action of external conditions and subjective factors, the conflict of teachers' role has become the primary factor that affects teachers' job burnout, and has also become the focus of attention of scholars both at home and abroad. The conflict of teachers' role not only hinders teachers' professional development and quality improvement, but also has a negative impact on the healthy development of students and the management of school teachers. Up to now, many scholars' researches on the conflict of teachers' role have been focused on the conflict of teachers' roles, and the causes and countermeasures of the problems have been put forward more closely to the society, schools and education system. From the perspective of teachers, there are only a handful of analysis and research on the conflict of teachers' personal roles, and the research on the depth tracking of teachers' personal role conflict is even less. The society has a long history of high expectations of teachers, school work and task changes, changes in student groups and other external factors have become the indirect factors leading to the conflict of primary school teachers' role. The incompleteness of teacher's personality is the key factor leading to the conflict of teacher's role. A teacher with complete personality can easily change all the roles he plays and maintain a high enthusiasm for the teaching profession. There are obstacles to teachers' role transition, resulting in role conflicts, and teachers' job burnout and even resignation. Therefore, to seek the countermeasures of role conflict and alleviate teachers' job burnout, we should not only lead the outside world to have a reasonable expectation of the teacher's profession, but also advocate the school to make reasonable arrangements for the teacher's work. Teachers themselves need to have a correct understanding of the role and be able to improve their own personality. This paper adopts the method of qualitative research to experience and feel the teacher's inner and emotional world through deep communication and observation with a primary school teacher. Combined with the methods of observation and interview, this paper, from the perspective of teachers' job burnout, combined with relevant theories, studies the role conflict, which is the key influencing factor of individual teacher's job burnout. As a matter of fact, teacher L experienced rich experience in life from being full of beautiful vision of teaching profession to boredom of cruel reality. These experiences are all psychological changes accumulated in the daily cycle of work. To alleviate the conflict of teachers' role is not only to promote her, but also to promote the construction of school teachers.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G625.1

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 朱永東;教師角色沖突的二重性初探[J];當(dāng)代教育論壇;2002年12期

2 朱永東;教師角色沖突的二重性初探[J];當(dāng)代教育論壇;2002年04期

3 宋輝 ,張玲;教師角色沖突的作用及危害[J];社會(huì)科學(xué)論壇;2003年07期

4 盛賓;教師角色沖突的成因及其應(yīng)對措施[J];鄭州大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2005年02期

5 王俊明;近年來國內(nèi)關(guān)于教師角色沖突的研究綜述[J];教師教育研究;2005年03期

6 陳貴虎;;從社會(huì)學(xué)視角探討教師角色沖突[J];教育與職業(yè);2007年11期

7 高飛;;高校教師角色沖突及其調(diào)適[J];黑龍江高教研究;2007年12期

8 韋耀陽;羅四清;;教師角色沖突的社會(huì)學(xué)分析[J];牡丹江教育學(xué)院學(xué)報(bào);2008年06期

9 陳宏華;;對民辦高校教師角色沖突和角色調(diào)適的思考[J];中國電力教育;2009年07期

10 湯敏;;教師角色沖突淺析[J];企業(yè)導(dǎo)報(bào);2012年01期

相關(guān)碩士學(xué)位論文 前3條

1 樊小雪;社會(huì)轉(zhuǎn)型期幼兒園教師角色沖突的研究[D];寧夏大學(xué);2015年

2 劉洋;小學(xué)教師角色沖突的個(gè)案研究[D];西北師范大學(xué);2015年

3 李志雄;城鎮(zhèn)普通中學(xué)教師角色沖突問題研究[D];廣州大學(xué);2008年

，

本文編號：2021180