【摘要】：師范生教師職業(yè)認(rèn)同是他們對(duì)教師職業(yè)肯定的動(dòng)態(tài)評(píng)價(jià)。非免費(fèi)師范生在師范生中占據(jù)大多數(shù),他們的職業(yè)認(rèn)同關(guān)系著大多數(shù)師范生的職業(yè)意向及教師隊(duì)伍的穩(wěn)定。英語(yǔ)作為世界的通用語(yǔ)言,是我們能夠與國(guó)外進(jìn)行交流的一種語(yǔ)言平臺(tái),能讓我們更加了解世界的動(dòng)態(tài)和最先進(jìn)的知識(shí)。我國(guó)把英語(yǔ)做為中小學(xué)的必修課程之一,讓我們意識(shí)到了英語(yǔ)及英語(yǔ)教師的重要性。因此,英語(yǔ)專(zhuān)業(yè)非免費(fèi)師范生教師職業(yè)認(rèn)同的高低不僅影響他們對(duì)工作的滿意程度,更決定著英語(yǔ)教師隊(duì)伍的穩(wěn)定性以及英語(yǔ)教育質(zhì)量的高低。本研究采用問(wèn)卷調(diào)查法、訪談法兩種方式,選取集寧師范學(xué)院和內(nèi)蒙古師范大學(xué)英語(yǔ)專(zhuān)業(yè)的學(xué)生作為樣本,從職業(yè)意志、職業(yè)價(jià)值、職業(yè)期望、職業(yè)效能四個(gè)維度,采用SPSS 20.0分析了英語(yǔ)專(zhuān)業(yè)非免費(fèi)師范生教師職業(yè)認(rèn)同的現(xiàn)狀并提出如下問(wèn)題:1)英語(yǔ)專(zhuān)業(yè)非免費(fèi)師范生的教師職業(yè)認(rèn)同現(xiàn)狀如何?2)英語(yǔ)專(zhuān)業(yè)非免費(fèi)師范生的教師職業(yè)認(rèn)同是否受性別、戶(hù)籍、是否獨(dú)生子女、是否有教學(xué)經(jīng)驗(yàn)這些基本信息的影響?本研究的分析結(jié)果如下:1)英語(yǔ)專(zhuān)業(yè)非免費(fèi)師范生的總體教師職業(yè)認(rèn)同程度較高。在四個(gè)維度中,他們的職業(yè)認(rèn)同度從高到低依次是職業(yè)期望、職業(yè)效能、職業(yè)價(jià)值觀和職業(yè)意志。2)英語(yǔ)專(zhuān)業(yè)非免費(fèi)師范生的教師職業(yè)認(rèn)同受性別、戶(hù)籍、是否有教學(xué)經(jīng)驗(yàn)這些基本信息的影響。女性英語(yǔ)專(zhuān)業(yè)非免費(fèi)師范生的教師職業(yè)認(rèn)同程度高于男性英語(yǔ)專(zhuān)業(yè)非免費(fèi)師范生;城市戶(hù)口英語(yǔ)專(zhuān)業(yè)非免費(fèi)師范生的教師職業(yè)認(rèn)同程度低于農(nóng)村戶(hù)口;有教學(xué)經(jīng)驗(yàn)的英語(yǔ)非免費(fèi)師范生職業(yè)認(rèn)同高于沒(méi)有教學(xué)經(jīng)驗(yàn)的;獨(dú)生子女英語(yǔ)專(zhuān)業(yè)非免費(fèi)師范生教師職業(yè)認(rèn)同程度和非獨(dú)生子女英語(yǔ)專(zhuān)業(yè)非免費(fèi)師范生沒(méi)有顯著差異。最后針對(duì)英語(yǔ)專(zhuān)業(yè)非免費(fèi)師范生教師職業(yè)認(rèn)同存在的問(wèn)題,筆者提出了一些可行的對(duì)策。如在就業(yè)方面,招聘方應(yīng)該平等對(duì)待免費(fèi)師范生和非免費(fèi)師范生,從而給予英語(yǔ)專(zhuān)業(yè)非免費(fèi)師范生更多的就業(yè)機(jī)會(huì)。相關(guān)部門(mén)應(yīng)采取措施提高教師的經(jīng)濟(jì)待遇,完善教師的社會(huì)保障制度,從而提高教師社會(huì)認(rèn)同度,提高教師的地位,增強(qiáng)教師的職業(yè)意志力和職業(yè)價(jià)值觀。學(xué)校應(yīng)該重視提高英語(yǔ)專(zhuān)業(yè)非免費(fèi)師范生的教師專(zhuān)業(yè)知識(shí)水平,重視提高他們的英語(yǔ)口語(yǔ)能力,并且給他們提供更多的實(shí)習(xí)機(jī)會(huì)來(lái)提高他們的自我效能感及教學(xué)能力。
[Abstract]:Teachers' professional identity is their dynamic evaluation of teachers' professional affirmation. Non-free normal students occupy the majority of normal students, their professional identity is related to the professional intention of most normal students and the stability of teachers. As the universal language of the world, English is a kind of language platform that we can communicate with foreign countries. It can let us know more about the dynamic and the most advanced knowledge of the world. Our country regards English as one of the compulsory courses in primary and secondary schools, which makes us realize the importance of English and English teachers. Therefore, the professional identity of non-free teachers in English majors not only affects their job satisfaction, but also determines the stability of English teachers and the quality of English education. This study adopts two methods: questionnaire survey and interview, and selects English majors from Jining normal University and Inner Mongolia normal University as samples, from four dimensions: professional will, career value, career expectation and career efficacy. Using SPSS 20.0, this paper analyzes the status quo of teachers' professional identity of non-free teachers in English major and puts forward the following questions: 1) what is the status quo of teachers' professional identity of non-free teachers majoring in English majors? 2) Non-free teachers of English majors Whether Fan Sheng's professional identity as a teacher is sexed, Household registration, whether only child, whether has the teaching experience these basic information influence? The results of this study are as follows: 1) the teachers' professional identity of English majors is higher than that of non-free teachers. In the four dimensions, the degree of professional identity is from high to low in the order of career expectation, career efficacy, professional values and professional will. 2) Teachers' professional identity of non-free English major teachers is subject to gender, household registration. Whether or not there is teaching experience these basic information influence. The degree of teachers' professional identity of female English majors is higher than that of male English majors, while that of urban English majors is lower than that of rural ones. The professional identity of English non-free teachers with teaching experience is higher than that without teaching experience, and there is no significant difference between non-free English teachers with one-child English majors and non-free teachers with non-only child English majors. Finally, the author puts forward some feasible countermeasures against the problems of teachers' professional identity. For example, in the aspect of employment, the recruiter should treat the free normal students and the non-free teachers students equally, so as to give English majors more employment opportunities. The relevant departments should take measures to improve the economic treatment of teachers, perfect the social security system of teachers, so as to improve teachers' social identity, improve teachers' status, and strengthen teachers' professional willpower and professional values. The school should pay more attention to improving the teachers' professional knowledge of non-free English majors, to improve their oral English ability, and to provide them with more practical opportunities to improve their sense of self-efficacy and teaching ability.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H319

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