本文關(guān)鍵詞：“90后”中小學(xué)教師職業(yè)適應(yīng)研究　出處：《山東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：我國的社會(huì)主義現(xiàn)代化建設(shè)離不開教育的現(xiàn)代化,教育現(xiàn)代化離不開教師隊(duì)伍的不斷優(yōu)化。隨著時(shí)代的發(fā)展,“90后”教師逐漸嶄露頭角,他們是教師隊(duì)伍的優(yōu)質(zhì)后備軍,即將成為教師隊(duì)伍的中堅(jiān)力量。對(duì)于“90后”教師來說,他們大多數(shù)正處于教師專業(yè)發(fā)展的關(guān)鍵適應(yīng)期。教師在這一階段能否順利實(shí)現(xiàn)由學(xué)生到合格教師的角色轉(zhuǎn)變不僅會(huì)影響到他們的職業(yè)傾向性,而且將會(huì)影響到他們整個(gè)職業(yè)生涯的發(fā)展,進(jìn)而決定他們將來會(huì)成為什么樣的教師。因此,考察“90后”中小學(xué)教師目前的職業(yè)適應(yīng)狀況并對(duì)此提出建議尤為重要。通過對(duì)“90后”中小學(xué)教師職業(yè)適應(yīng)現(xiàn)狀的調(diào)查發(fā)現(xiàn),在心理適應(yīng)方面,不少“90后”教師對(duì)職業(yè)抱有一定熱情,但這種熱情或源于對(duì)學(xué)生全面發(fā)展的目標(biāo)追求,或是為了實(shí)現(xiàn)自身價(jià)值,等等。他們作為教師這一社會(huì)角色的責(zé)任感仍有待強(qiáng)化。“90后”中小學(xué)教師往往個(gè)性鮮明,見解獨(dú)特,其教育理念與學(xué)校的教育模式之間還需要相互調(diào)適;在教學(xué)適應(yīng)方面,他們在教學(xué)過程中都或多或少會(huì)遇到諸如教學(xué)語言、教學(xué)時(shí)間、課堂管理等方面的困難。但由于不同年級(jí)所面對(duì)的教學(xué)內(nèi)容以及學(xué)生發(fā)展特點(diǎn)、所需完成的教學(xué)目標(biāo)有所不同,小學(xué)教師與中學(xué)教師遇到的具體問題是不同的。前者主要是不能很好地把握學(xué)生課堂學(xué)習(xí)的積極性與紀(jì)律之間的平衡狀態(tài),后者則多是圍繞學(xué)科知識(shí)傳授所引起的一系列教學(xué)問題;在人際關(guān)系適應(yīng)方面,“90后”教師的人際關(guān)系總體來說是比較融洽的,大部分教師能夠與同事建立親密合作的關(guān)系,和學(xué)生也相處融洽。相比較而言,他們與家長、領(lǐng)導(dǎo)的融洽度不高。有家長認(rèn)為他們比較年輕,教學(xué)經(jīng)驗(yàn)不足,甚至個(gè)別家長不配合教師工作。溝通欠缺在一定程度上導(dǎo)致“90后”中小學(xué)教師與領(lǐng)導(dǎo)之間產(chǎn)生鴻溝。影響“90后”中小學(xué)教師職業(yè)適的因素是錯(cuò)綜復(fù)雜的。在外部因素中,薪資待遇、地域差異和學(xué)校管理是主要方面;在內(nèi)部因素中,“90后”教師自身的工作成就動(dòng)機(jī)以及對(duì)工作的態(tài)度是影響職業(yè)適應(yīng)的關(guān)鍵。教師的身心不平衡狀態(tài)容易使他們產(chǎn)生職業(yè)厭煩心理,當(dāng)教師厭煩其所從事的職業(yè)就更不能很好地適應(yīng)職業(yè),如此周而復(fù)始,逐漸形成一個(gè)惡性循環(huán)系統(tǒng)。因此,應(yīng)該通過以下途徑對(duì)“90后”中小學(xué)教師加以幫助:加強(qiáng)政策保障,促進(jìn)職業(yè)適應(yīng);優(yōu)化教師管理,提供成長空間;塑造合作文化,構(gòu)建學(xué)校共同體;提供成長指導(dǎo),激發(fā)成長動(dòng)力。此外,衡量教師工作的“身心平衡”狀態(tài)取決于教師自身,職業(yè)適應(yīng)的關(guān)鍵在于“90后”中小學(xué)教師的自我改變。所以“90后”教師自身也要涵養(yǎng)專業(yè)自覺,提高適應(yīng)內(nèi)生力,以更快更好地適應(yīng)職業(yè)。
[Abstract]:The socialist modernization of our country can not be separated from the modernization of education, and the modernization of education can not be separated from the continuous optimization of the teachers' team. With the development of the times, the "post-90s" teachers have gradually come to the fore. They are the high quality armies of the teachers, and will be the backbone of the teachers' team. For the "post-90s" teachers, most of them are in the key adaptation period of teachers' professional development. Whether teachers can successfully change their roles from students to qualified teachers at this stage will not only affect their career orientation, but also affect their whole career development and decide what kind of teachers they will become in the future. Therefore, it is particularly important to investigate the current situation of the vocational adaptation of primary and secondary school teachers in the "post-90s" and make suggestions on it. Based on the survey of the occupational adaptation of post-90s primary and secondary school teachers, it is found that many of the post-90s teachers are enthusiastic about their career in terms of psychological adaptation, but this enthusiasm stems from the pursuit of the goal of all-round development of students, or to achieve their own value and so on. Their sense of responsibility as a teacher, as a social role, remains to be strengthened. "90" primary and secondary school teachers are distinctive, unique insights, but also need mutual adjustment between the education idea and the education mode of the school; adaptation in teaching in the teaching process, they are more or less will encounter such as teaching language, teaching time, classroom management and other aspects of the difficulties. However, due to the different teaching contents and characteristics of students in different grades, and the teaching objectives that need to be completed, the specific problems encountered by primary school teachers and middle school teachers are different. The former is not a good grasp of the balance between positive discipline and classroom learning for students, while the latter is around the subject knowledge to teach a series of problems caused by teaching; adaptation in interpersonal relationship, "90" teachers' interpersonal relationship in general is more harmonious, most of the teachers to establish an intimate relationship cooperate with colleagues, and students get along well. In comparison, their harmony with parents and leaders is not high. Some parents think they are younger, lack of teaching experience, and even a few parents do not work with teachers. To a certain extent, the lack of communication leads to the gap between the teachers and the leaders in the post - 90s. The factors affecting the occupational fitness of the secondary and primary school teachers in the post - 90s are complex. Among the external factors, salary, regional differences and school management are the main aspects. In the internal factors, the post 90s teachers' achievement motivation and attitude towards work are the key to occupational adaptation. Teachers' physical and mental imbalance can easily cause them to be bored with their jobs. When teachers are tired of their occupation, they will not be able to adapt themselves well to their careers, so this cycle will gradually form a vicious circle system. Therefore, we should help the primary and secondary school teachers in the following ways: strengthening policy guarantee, promoting vocational adaptation, optimizing teacher management, providing growth space, shaping cooperation culture, building school community, providing growth guidance and stimulating growth momentum. In addition, the "balance of body and mind" of the teacher's work depends on the teacher itself. The key to the adaptation of the profession lies in the self change of the teachers in the post - 90s and middle schools. So the "90" teachers also should conserve professional consciousness, to improve internal drive, to faster and better adapt to the occupation.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G635.1

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