非師范專業(yè)小學(xué)教師職業(yè)認(rèn)同研究
發(fā)布時間：2018-11-12 11:07
【摘要】：近年來,我國教育改革逐漸深入,教師在教育關(guān)系中占主導(dǎo)地位,是教育改革的重要一環(huán)。教師能否全身心地投入到教育事業(yè)當(dāng)中,很大程度上取決于教師自身對工作的滿意度、幸福感以及成就感,而這些就是我們所說的教師的職業(yè)認(rèn)同感。小學(xué)教師作為我國基礎(chǔ)教育的踐行者,他們的舉手投足都會對學(xué)生產(chǎn)生很大影響,但根據(jù)調(diào)查顯示,我國小學(xué)教師的職業(yè)認(rèn)同感并不高,教師群體普遍存在職業(yè)倦怠、自我懷疑等問題。在這些小學(xué)教師中,非師范專業(yè)的教師占據(jù)了不小的一部分,他們不像師范專業(yè)教師那樣接受過系統(tǒng)的教育專業(yè)學(xué)習(xí),沒有掌握扎實的教育理論基礎(chǔ)和實踐經(jīng)驗,在教育實際中往往會遇到更多問題,不免影響到職業(yè)認(rèn)同度。而他們的職業(yè)認(rèn)同水平是影響基礎(chǔ)教育質(zhì)量甚至教育改革發(fā)展的重要一環(huán),同時也極大地影響著自身的專業(yè)發(fā)展。因此,本人把碩士畢業(yè)論文的研究內(nèi)容擬定為:非師范專業(yè)小學(xué)教師的職業(yè)認(rèn)同研究。本研究立足已有的有關(guān)教師職業(yè)認(rèn)同的研究成果,在大量掌握現(xiàn)有研究的基礎(chǔ)上,結(jié)合實際情況與本研究所需,編制了《小學(xué)教師職業(yè)認(rèn)同的調(diào)查問卷》和有關(guān)訪談提綱,采用文獻(xiàn)法、問卷法和訪談法等對小學(xué)教師職業(yè)認(rèn)同情況進(jìn)行了解,綜合調(diào)查結(jié)果,總結(jié)不同特征的非師范專業(yè)小學(xué)教師的職業(yè)認(rèn)同情況,對比師范專業(yè)小學(xué)教師和非師范專業(yè)小學(xué)教師的職業(yè)認(rèn)同差異,并結(jié)合社會現(xiàn)實對存在的問題進(jìn)行系統(tǒng)考察,探究背后原因,最后為提高非師范專業(yè)小學(xué)教師的職業(yè)認(rèn)同水平提出若干建議。本研究共向河北省石家莊市以及周邊縣市的共十六所小學(xué)的320名教師發(fā)放了調(diào)查問卷,隨機(jī)選取10位教師進(jìn)行了訪談。調(diào)查結(jié)果如下:(1)從整體上看,石家莊市極其周邊縣市小學(xué)教師的職業(yè)認(rèn)同水平較高;(2)非師范專業(yè)教師的職業(yè)認(rèn)同水平顯著低于師范專業(yè)教師;(3)不同特征的非師范專業(yè)小學(xué)教師在職業(yè)認(rèn)同總體以及各個維度上存在差異,比如性別、年齡、教齡、職稱、崗位性質(zhì)等都對其職業(yè)認(rèn)同水平產(chǎn)生顯著影響。本人通過思考,結(jié)合現(xiàn)實,對調(diào)查結(jié)果的歸因如下:(1)制度方面,教師招錄政策偏向師范專業(yè)畢業(yè)生源;(2)社會方面,對非師范專業(yè)教師的專業(yè)水平存在質(zhì)疑;(3)學(xué)校方面,更加重視師范專業(yè)教師;(4)教師自身,缺乏系統(tǒng)教育專業(yè)訓(xùn)練,專業(yè)認(rèn)同建立時間短。根據(jù)調(diào)查結(jié)果和存在的問題,本文在最后提出了若干提高非師范專業(yè)小學(xué)教師職業(yè)認(rèn)同的建議:(1)為非師范專業(yè)畢業(yè)生從事教師職業(yè)提供制度保障;(2)共同營造有利于非師范專業(yè)教師發(fā)展的社會環(huán)境;(3)學(xué)校管理者應(yīng)注重和保障非師范專業(yè)教師的專業(yè)發(fā)展;(4)教師應(yīng)調(diào)節(jié)心態(tài),加強(qiáng)自身學(xué)習(xí),提高專業(yè)水平和能力。
[Abstract]:In recent years, the education reform in our country has gradually deepened, the teacher occupies the leading position in the education relation, is an important link of the education reform. Whether a teacher can devote himself or herself to education depends to a great extent on the teachers' satisfaction with their work, their sense of happiness and their sense of achievement, which is what we call teachers' professional identity. Primary school teachers, as the practitioners of basic education in our country, will have a great impact on the students. However, according to the investigation, the primary school teachers' professional identity is not high, and there is widespread job burnout among the teachers. A question of self-doubt, etc. Among these primary school teachers, non-normal teachers occupy a large proportion of them. They have not received systematic education major learning as teachers do, and have not mastered solid educational theoretical foundation and practical experience. More problems are often encountered in education practice, which inevitably affects the degree of professional identity. Their level of professional identity is an important part of the quality of basic education and even the development of educational reform, and also greatly affects their own professional development. Therefore, I draw up the research content of master thesis as: non-normal major primary school teachers' professional identity research. Based on the existing research results on teachers' professional identity, and on the basis of a large number of existing studies, combined with the actual situation and the needs of this study, this study compiled the questionnaire of Primary School Teachers' Professional identity and the outline of relevant interviews. Using the methods of literature, questionnaire and interview to understand the status of primary school teachers' professional identity, and summarizing the professional identity of non-normal professional primary school teachers with different characteristics. Comparing the differences of professional identity between teachers majoring in normal schools and teachers of non-normal major primary schools, and making a systematic investigation on the existing problems in combination with the social reality, to explore the reasons behind them. Finally, some suggestions are put forward to improve the level of professional identity of non-normal major primary school teachers. A total of 320 teachers from 16 primary schools in Shijiazhuang City and surrounding counties in Hebei Province were given questionnaires and 10 teachers were randomly selected for interviews. The results are as follows: (1) the level of professional identity of primary school teachers in Shijiazhuang and its surrounding counties is high; (2) the level of professional identity of non-normal teachers is significantly lower than that of teachers majoring in teachers. (3) there are differences in the professional identity of non-normal school teachers in general and in different dimensions, such as gender, age, teaching age, professional title, post nature and so on, all of which have a significant impact on the level of professional identity. Through thinking and combining with reality, the author's attribution to the investigation results is as follows: (1) in the system, the teacher recruitment policy is biased towards the graduates of teachers' major; (2) in the social aspect, there are doubts about the professional level of non-normal teachers; (3) in school, teachers should pay more attention to teachers, (4) teachers themselves lack of systematic education training, and the time of establishing professional identity is short. Based on the investigation results and the existing problems, this paper puts forward some suggestions to improve the professional identity of non-normal major primary school teachers: (1) to provide system guarantee for non-normal major graduates to engage in teaching profession; (2) to create a social environment conducive to the development of non-normal teachers, (3) the school administrators should pay attention to and guarantee the professional development of non-normal teachers; (4) Teachers should adjust their mentality, strengthen their own learning and improve their professional level and ability.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G625.1
本文編號：2326928
[Abstract]:In recent years, the education reform in our country has gradually deepened, the teacher occupies the leading position in the education relation, is an important link of the education reform. Whether a teacher can devote himself or herself to education depends to a great extent on the teachers' satisfaction with their work, their sense of happiness and their sense of achievement, which is what we call teachers' professional identity. Primary school teachers, as the practitioners of basic education in our country, will have a great impact on the students. However, according to the investigation, the primary school teachers' professional identity is not high, and there is widespread job burnout among the teachers. A question of self-doubt, etc. Among these primary school teachers, non-normal teachers occupy a large proportion of them. They have not received systematic education major learning as teachers do, and have not mastered solid educational theoretical foundation and practical experience. More problems are often encountered in education practice, which inevitably affects the degree of professional identity. Their level of professional identity is an important part of the quality of basic education and even the development of educational reform, and also greatly affects their own professional development. Therefore, I draw up the research content of master thesis as: non-normal major primary school teachers' professional identity research. Based on the existing research results on teachers' professional identity, and on the basis of a large number of existing studies, combined with the actual situation and the needs of this study, this study compiled the questionnaire of Primary School Teachers' Professional identity and the outline of relevant interviews. Using the methods of literature, questionnaire and interview to understand the status of primary school teachers' professional identity, and summarizing the professional identity of non-normal professional primary school teachers with different characteristics. Comparing the differences of professional identity between teachers majoring in normal schools and teachers of non-normal major primary schools, and making a systematic investigation on the existing problems in combination with the social reality, to explore the reasons behind them. Finally, some suggestions are put forward to improve the level of professional identity of non-normal major primary school teachers. A total of 320 teachers from 16 primary schools in Shijiazhuang City and surrounding counties in Hebei Province were given questionnaires and 10 teachers were randomly selected for interviews. The results are as follows: (1) the level of professional identity of primary school teachers in Shijiazhuang and its surrounding counties is high; (2) the level of professional identity of non-normal teachers is significantly lower than that of teachers majoring in teachers. (3) there are differences in the professional identity of non-normal school teachers in general and in different dimensions, such as gender, age, teaching age, professional title, post nature and so on, all of which have a significant impact on the level of professional identity. Through thinking and combining with reality, the author's attribution to the investigation results is as follows: (1) in the system, the teacher recruitment policy is biased towards the graduates of teachers' major; (2) in the social aspect, there are doubts about the professional level of non-normal teachers; (3) in school, teachers should pay more attention to teachers, (4) teachers themselves lack of systematic education training, and the time of establishing professional identity is short. Based on the investigation results and the existing problems, this paper puts forward some suggestions to improve the professional identity of non-normal major primary school teachers: (1) to provide system guarantee for non-normal major graduates to engage in teaching profession; (2) to create a social environment conducive to the development of non-normal teachers, (3) the school administrators should pay attention to and guarantee the professional development of non-normal teachers; (4) Teachers should adjust their mentality, strengthen their own learning and improve their professional level and ability.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G625.1
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，本文編號：2326928
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