本文選題：職業(yè)認(rèn)同 + 中學(xué)英語(yǔ)教師��； 參考：《江西師范大學(xué)》2016年碩士論文

【摘要】：作為教育的主要參與者之一,教師對(duì)于教育質(zhì)量的提升做出了極大貢獻(xiàn)。而教育質(zhì)量的提高本由多方面因素決定,卻很少有人關(guān)注教師群體的發(fā)展。本研究嘗試用定量的研究方法對(duì)中學(xué)英語(yǔ)教師的職業(yè)認(rèn)同進(jìn)行調(diào)查并試圖發(fā)現(xiàn)新手教師與專家型教師職業(yè)認(rèn)同的不同。由于新手教師畢業(yè)后立即參加工作,在學(xué)校期間所獲得的教學(xué)經(jīng)驗(yàn)并不足以讓他們地工作得以中順利進(jìn)行。在任職短期內(nèi)新手教師們會(huì)立刻感受到他們所從事的工作與她們?cè)谛r(shí)教學(xué)技能課上所學(xué)的大有不同。這種挫敗感會(huì)讓新手教師們經(jīng)常感到無(wú)助。本研究通過對(duì)比研究新手與專家型教師職業(yè)認(rèn)同六個(gè)方面的現(xiàn)狀,力圖發(fā)現(xiàn)新手教師與專家型教師職業(yè)認(rèn)同的不同處,以期回答三個(gè)問題：一是中學(xué)英語(yǔ)新手教師與專家型教師的職業(yè)認(rèn)同模式如何?二是中學(xué)英語(yǔ)新手教師與專家型教師的教師職業(yè)認(rèn)同是否有不同?如果有,各體現(xiàn)在哪些方面?三是教師的性別,年齡,學(xué)歷與職稱對(duì)新手與專家型教師是否有影響?本研究所采用的問卷基于魏淑華2008年所用問卷并做出調(diào)整與修改。被試來自江西省七個(gè)不同中學(xué)的149名在職英語(yǔ)教師,其中有效問卷中,共46名新手教師,教齡都在六年以下；專家型教師71名,教齡在十年以上研究結(jié)果如下：首先,新手教師和專家型教師都有較高的教師職業(yè)認(rèn)同水平,但在六個(gè)維度上的水平各不相同。盡管兩者對(duì)教師行業(yè)都有較高的認(rèn)同感,專家型教師在六個(gè)維度上的水平都要高于新手學(xué)教師。教師的性別,年齡,學(xué)歷和職稱對(duì)新手和專家型英語(yǔ)教師的職業(yè)認(rèn)同都有所影響�；谝陨险{(diào)查分析,從政府,學(xué)校和教師本身三個(gè)方面,作者在最后對(duì)新手和專家型英語(yǔ)教師的發(fā)展各提出了相應(yīng)的建議。
[Abstract]:As one of the main participants in education, teachers have made great contributions to the improvement of educational quality. However, the improvement of education quality is determined by many factors, but few people pay attention to the development of teacher group. This study attempts to investigate the professional identity of middle school English teachers by quantitative research and to find out the differences between novice teachers and expert teachers. Since novice teachers work immediately after graduation, the teaching experience gained during school is not enough to enable them to carry out their work smoothly. In the short term, novice teachers will immediately feel that their work is very different from what they learned in school teaching skills. This frustration often makes novice teachers feel helpless. By comparing six aspects of professional identity between novice and expert teacher, this study tries to find out the differences between novice teacher and expert teacher. Three questions are expected to be answered: first, what is the pattern of professional identity between novice English teachers and expert teachers in middle schools? Second, is there a difference between the professional identity of English novice teachers in middle schools and that of expert teachers? If so, in what areas? Third, does the gender, age, educational background and professional title of the teacher have an impact on the novice and expert teacher? The questionnaire used in this study is based on Wei Shuhua's 2008 questionnaire and is adjusted and modified. Among 149 serving English teachers from seven different middle schools in Jiangxi Province, 46 novice teachers with teaching experience of less than six years and 71 expert teachers with more than ten years' teaching experience were included in the questionnaire. The results are as follows: first of all, Both novice and expert teachers have higher level of teachers' professional identity, but the levels are different in the six dimensions. Although both teachers have a high sense of identity, the level of expert teachers in the six dimensions is higher than that of novice teachers. Teachers' gender, age, educational background and professional title influence the professional identity of novice and expert English teachers. Based on the above investigation and analysis, from three aspects of government, school and teachers themselves, the author puts forward corresponding suggestions for the development of novice and expert English teachers.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.41

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