發(fā)布時間：2018-08-31 15:34

【摘要】：時至今天,社會在高速發(fā)展,越來越多的人外出務(wù)工,而延邊地區(qū)由于其地理位置和民族區(qū)域的特殊性,很多人選擇出國務(wù)工,因此就形成了大量的留守兒童,留守兒童的各種問題也隨之涌現(xiàn)。留守兒童在學(xué)校的學(xué)習生活時刻與教師為伴,教師也承擔著關(guān)愛留守兒童的責任,同時小學(xué)階段是兒童成長的重要階段,留守兒童的茁壯成長與教師對他們的關(guān)愛有著直接聯(lián)系。另外《國務(wù)院關(guān)于加強農(nóng)村留守兒童關(guān)愛保護工作的意見》中明確提出,在教師培訓(xùn)中應(yīng)加入關(guān)愛留守兒童的內(nèi)容,以幫助教師提高對留守兒童關(guān)愛能力,強化關(guān)愛能力的建設(shè)。目前學(xué)者對教師留守兒童的關(guān)愛能力及發(fā)展途徑的相關(guān)研究還比較有限。本文從文獻出發(fā),將小學(xué)教師關(guān)愛留守兒童的關(guān)愛能力構(gòu)成劃分為教學(xué)能力、指導(dǎo)能力、干預(yù)能力、發(fā)現(xiàn)能力和組織能力五個維度。將其發(fā)展途徑劃分為專業(yè)引領(lǐng)、培訓(xùn)支持、同伴支持和個人反思四個維度。本論文采用問卷調(diào)查的方式,抽取延吉市四所小學(xué)的全體教師為調(diào)查對象,了解小學(xué)教師留守兒童的關(guān)愛能力總體及各構(gòu)成維度的發(fā)展水平,以及發(fā)展途徑的運用狀況。結(jié)合訪談?wù){(diào)查和觀察的方式,探討了專業(yè)引領(lǐng)、培訓(xùn)支持、同伴支持及個人反思對小學(xué)教師的留守兒童關(guān)愛能力發(fā)展的影響。通過對調(diào)查結(jié)果的分析和討論,本文形成如下結(jié)論:小學(xué)教師留守兒童關(guān)愛能力總體處于一般水平,72.6%的教師處于一般及以上水平;班主任教師的關(guān)愛能力水平高于非班主任教師;教齡6-10年的教師關(guān)愛能力水平最高,1-5年的教師關(guān)愛能力水平最低。發(fā)展途徑支持水平有待提高,同伴支持水平相對較好,培訓(xùn)支持水平最低。小學(xué)教師留守兒童的關(guān)愛能力受到專業(yè)引領(lǐng)、培訓(xùn)支持、同伴支持、個人反思的顯著影響。由于教師關(guān)愛教育專業(yè)知識不足,缺乏有效的個人反思,學(xué)校及相關(guān)部門缺乏明確的教師關(guān)愛能力標準,培訓(xùn)支持力度不足,導(dǎo)致教師的留守兒童關(guān)愛能力發(fā)展水平偏低。本研究基于以上結(jié)論提出合理建議如下:(1)增強教師關(guān)愛意識,提高教師專業(yè)知識(2)完善教師培訓(xùn)支持體系,搭建教師學(xué)習橋梁(3)開展教師合作教研,促進教師共同發(fā)展(4)提高教師自我發(fā)展意識,積極進行個人反思。
[Abstract]:Today, with the rapid development of society, more and more people are going out to work. However, due to the particularity of their geographical location and ethnic region, many people choose to go abroad to work, so a large number of left-behind children have formed. The problems of left-behind children also emerged. Left-behind children are partners with teachers at all times of their school life, and teachers are also responsible for caring for left-behind children. At the same time, primary school is an important stage for children to grow up. The growth of left-behind children is directly related to teachers' care for them. In addition, the State Council's opinion on strengthening the care and protection of left-behind children in rural areas clearly states that the content of caring for left-behind children should be included in teacher training in order to help teachers improve their ability to care for left-behind children. Strengthen the building of caring ability. At present, scholars' research on teachers'care and development of left-behind children is still limited. Based on the literature, the composition of primary school teachers' caring ability for children left behind is divided into five dimensions: teaching ability, guidance ability, intervention ability, discovery ability and organizational ability. The development approach is divided into four dimensions: professional guidance, training support, peer support and personal reflection. In this paper, the teachers of four primary schools in Yanji City are selected as the objects of investigation by questionnaire, to understand the overall care ability of the children left behind in primary school, the development level of each component dimension, and the application of the development approach. The influence of professional guidance, training support, peer support and personal reflection on the development of primary school teachers' caring ability of left-behind children was discussed. Based on the analysis and discussion of the survey results, the following conclusions are reached: 72.6% of the primary school teachers' caring ability of left-behind children is at the average level or above; The level of caring ability of teachers in charge of class is higher than that of non-teachers in charge of class, and the level of caring ability of teachers with 6 to 10 years of teaching age is the highest, and that of teachers with 1-5 years of teaching age is the lowest. Development path support level needs to be improved, peer support level is relatively good, training support level is the lowest. Primary school teachers'caring ability of left-behind children is significantly influenced by professional guidance, training support, peer support and personal reflection. Due to teachers' lack of professional knowledge of caring and education, lack of effective personal reflection, lack of clear standards of teachers' caring ability in schools and related departments, and insufficient training and support, the development level of teachers' caring ability for left-behind children is on the low side. Based on the above conclusions, this study puts forward some reasonable suggestions as follows: (1) enhancing teachers' caring consciousness, improving teachers' professional knowledge, (2) perfecting teacher training support system, building teachers' learning bridges, (3) carrying out teachers' cooperative teaching and research, To promote the common development of teachers (4) to improve teachers' awareness of self-development and actively carry out personal reflection.
【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G625.1

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