本文選題：廣西鄉(xiāng)鎮(zhèn)初中　切入點：英語教師　出處：《廣西師范大學(xué)》2015年碩士論文

【摘要】：提高鄉(xiāng)鎮(zhèn)初中英語教師的職業(yè)認(rèn)同感是提高教師教學(xué)效率的重要手段之一。教師擁有高程度的職業(yè)認(rèn)同感不僅能增強(qiáng)教師的工作滿意度、減少教師的流失、提高教師專業(yè)素質(zhì)和教師教育的成效,同時還能幫助教師更好應(yīng)對教育的改革和變化。在教師得到幫助與提升的同時,學(xué)生們的教育也能得到優(yōu)化。最近幾十年,許多學(xué)者從不同的角度對教師的職業(yè)認(rèn)同進(jìn)行了研究,成果豐富。然而,作為鄉(xiāng)鎮(zhèn)初中的英語教師的職業(yè)認(rèn)同情況還未有研究者進(jìn)行深入的研究。在這樣的背景下,本文調(diào)查了廣西鄉(xiāng)鎮(zhèn)初中英語教師的職業(yè)認(rèn)同感,并對教師實際的職業(yè)認(rèn)同感情況進(jìn)行分析,以期能了解鄉(xiāng)鎮(zhèn)初中英語教師的職業(yè)認(rèn)同感,并為提高教師的職業(yè)認(rèn)同感提供一些科學(xué)的建議。本次研究采用問卷調(diào)查及訪談方法,深入調(diào)查了廣西鄉(xiāng)鎮(zhèn)初中英語教師職業(yè)認(rèn)同感的情況。參與本次研究的調(diào)查對象來自廣西地區(qū)五個不同鄉(xiāng)鎮(zhèn)中學(xué)的35名英語教師。本次調(diào)查問卷是參考了有關(guān)教師職業(yè)認(rèn)同的調(diào)查問卷,并結(jié)合相關(guān)理論和導(dǎo)師的意見制作而成。該問卷有六大維度：物質(zhì)保障認(rèn)同、環(huán)境支持認(rèn)同、角色價值觀、職業(yè)行為傾向、職業(yè)價值觀和職業(yè)歸屬感。隨機(jī)抽查五位老師進(jìn)行訪談,作為問卷數(shù)據(jù)的補(bǔ)充。本次研究主要討論三個問題：(1)鄉(xiāng)鎮(zhèn)初中英語教師的職業(yè)認(rèn)同感的總體情況如何?(2)不同的社會變量下,鄉(xiāng)鎮(zhèn)初中英語教師的職業(yè)認(rèn)同感的情況如何?(3)影響鄉(xiāng)鎮(zhèn)初中英語教師的職業(yè)認(rèn)同感有哪些因素?研究發(fā)現(xiàn)：(1)鄉(xiāng)鎮(zhèn)初中英語教師有著較高的職業(yè)認(rèn)同感。(2)不同的社會變量下,鄉(xiāng)鎮(zhèn)初中英語教師的職業(yè)認(rèn)同感有著不同的變化。(3)在對樣本教師的訪談?wù){(diào)查中,教師們覺得影響職業(yè)認(rèn)同的因素主要有教師的工資福利以及教學(xué)的環(huán)境。根據(jù)調(diào)查結(jié)果,為加強(qiáng)鄉(xiāng)鎮(zhèn)初中英語教師的職業(yè)認(rèn)同感,本文分別為教師、教育管理部門以及社會提出幾點科學(xué)的建議：針對鄉(xiāng)鎮(zhèn)英語教師：(1)加強(qiáng)教學(xué)信念；(2)加強(qiáng)教師的職業(yè)發(fā)展動力；(3)提高教師的反思意識和反思能力。對教育管理部門：(1)減少教師的工作量；(2)加強(qiáng)過濾教師的招聘入職；(3)創(chuàng)造良好的工作環(huán)境;(4)根據(jù)教師不同的類型來提高教師的職業(yè)認(rèn)同感；(5)用先進(jìn)的教學(xué)法和教學(xué)理念來武裝教師。對社會來說,應(yīng)該提高對教師的認(rèn)可程度以及應(yīng)該給予教師一定的社會保障。
[Abstract]:To improve the township junior high school English teachers' occupation identity is one of the important means to improve the efficiency of teaching. Teachers have a high degree of sense of occupation identity can not only enhance the teachers' job satisfaction, reduce the loss of teachers, improve the professional quality of teachers and teachers' educational achievements, but also help teachers to better cope with the education reform and change. At the same time help and promotion of teachers, students' education can be optimized. In recent decades, many scholars in the study, the occupation identity of teachers from different angles of achievements. However, further research for rural junior high school English teachers' occupation identity has not been investigated. In such a background next, based on the investigation of the occupation identity of Guangxi Township junior middle school English teacher's sense of identity and occupation of teachers' sense of the actual situation analysis, in order to understand the township Occupation identity of junior middle school English teachers, and to improve the teachers' occupation identity provides some scientific suggestions. This study uses questionnaire and interview methods, in-depth investigation of the Guangxi Township junior middle school English teachers' occupation identity. 35 teachers surveyed in this study from five different Township Middle School in Guangxi area. This questionnaire is a reference to the questionnaire on Teachers' occupation identity, combined with relevant theories and opinions of the tutor produced. This questionnaire has six dimensions: physical security identity, environment identity, role values, occupation behavior, occupation occupation values and a sense of belonging. A random sample of five the teacher interviews, as a supplement to the questionnaire data. This study mainly discusses three issues: (1) to the overall situation of occupation identity of rural junior high school English teachers (2) different? The social variables, how the township junior high school English teachers' occupation identity? (3) effect of occupation identity Township junior middle school English teacher's sense of what factors? The study found: (1) the township junior middle school English teachers have a higher sense of occupation identity. (2) different social variables, the Township Middle School English teachers the occupation identity has different variations. (3) in the interview survey of a sample of teachers, teachers feel influence factors of occupation identity include teachers' wages and welfare and teaching environment. According to the survey results, to strengthen the township at the beginning of English teachers' sense of occupation identity, this paper puts forward several for the teachers. Some scientific advice and social education management department for township English teachers: (1) to strengthen the teaching beliefs; (2) strengthening teachers' occupation development; (3) improve the teachers' reflective consciousness and ability of education management. Department: (1) to reduce the workload of teachers; (2) strengthen the filtering of teacher recruitment entry; (3) to create a good working environment; (4) according to the different types of teachers to improve teachers' sense of occupation identity; (5) with advanced teaching method and the teaching idea to arm teachers for society. That should improve the recognition of the extent of the teachers and teachers should give social security to a certain extent.

【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 黃曦;車s，

本文編號：1699154