本文選題：身份認(rèn)同 + 中小學(xué)體育教師��； 參考：《北京體育大學(xué)》2017年碩士論文

【摘要】：教師身份認(rèn)同是指教師在一定社會(huì)環(huán)境及生存狀態(tài)下,對(duì)其職業(yè)、工作環(huán)境和自身群體的認(rèn)可和接納程度以及對(duì)“作為一個(gè)教師,我是誰(shuí)”和“我要成為何種類型的教師”的認(rèn)知和反思,它強(qiáng)調(diào)的是自我的心理和身體的體驗(yàn)。教師身份認(rèn)同是教師自我成長(zhǎng)的內(nèi)動(dòng)力,它能使教師從內(nèi)心感知教師工作的價(jià)值和意義,并能夠從中找到樂(lè)趣,它與教師專業(yè)發(fā)展、工作滿意度等都有密切聯(lián)系。本文為兩項(xiàng)連續(xù)性研究,第一項(xiàng)為質(zhì)化研究,主要通過(guò)個(gè)案研究揭示中小學(xué)體育教師身份認(rèn)同的發(fā)過(guò)程,并從中尋找造成中小學(xué)體育教師身份認(rèn)同差異的個(gè)體影響因素。第二項(xiàng)為量化研究,旨在分析影響中小學(xué)體育教師身份認(rèn)同的個(gè)體因素。研究一選取兩位身份認(rèn)同度高的優(yōu)秀小學(xué)體育教師進(jìn)行深度訪談,并輔以現(xiàn)場(chǎng)看課,搜集兩位教師示范課視頻等多種手段,進(jìn)入到兩位教師的日常情境中,全方位感知其身份認(rèn)同的狀況。研究結(jié)果顯示,中小學(xué)體育教師身份認(rèn)同的形成是一個(gè)動(dòng)態(tài)建構(gòu)的的過(guò)程,中小學(xué)體育教師身份認(rèn)同的形成除了與外界互動(dòng)有關(guān),也與每個(gè)教師自身的人格特質(zhì)相關(guān)。處于不同階段的教師會(huì)有不同的教師身份認(rèn)同感,造成身份認(rèn)同波動(dòng)的主要原因有關(guān)鍵事件,如晉級(jí)、獲獎(jiǎng)、表?yè)P(yáng)、學(xué)生認(rèn)可等,都有可能提升教師的身份認(rèn)同感;相反,造成教師身份人認(rèn)同危機(jī)的有不被外界認(rèn)可,自我價(jià)值得不到體現(xiàn),以及社會(huì)地位,工資待遇,人際關(guān)系等外界因素。研究二針對(duì)中小學(xué)體育教師身份認(rèn)同的個(gè)體影響因素,對(duì)8位中小學(xué)體育教師進(jìn)行進(jìn)一步訪談,通過(guò)對(duì)訪談錄音編碼,歸納出影響中小學(xué)體育教師身份認(rèn)同的個(gè)體影響因素,在輔以前人已有的相關(guān)研究編制出了一套符合測(cè)量學(xué)分析方法的結(jié)構(gòu)化問(wèn)卷。問(wèn)卷將中小學(xué)體育教師身份認(rèn)同六個(gè)方面的個(gè)體影響因素作為自變量,將中小學(xué)體育教師身份認(rèn)同作為因變量,通過(guò)問(wèn)卷調(diào)查法對(duì)309名中小學(xué)體育教師進(jìn)行了調(diào)查,應(yīng)用多元分層回歸分析法對(duì)調(diào)查結(jié)果進(jìn)行分析處理。研究結(jié)果顯示,在六個(gè)方面的影響因素中,對(duì)中小學(xué)體育教師身份認(rèn)同影響從大到小依次為個(gè)人體育價(jià)值觀、個(gè)人成就、個(gè)人職業(yè)態(tài)度、個(gè)人體育興趣、個(gè)體實(shí)踐性知識(shí)、個(gè)人體育經(jīng)歷。
[Abstract]:Teacher identity refers to the recognition and acceptance of a teacher's profession, work environment and his own group in a certain social environment and living state, as well as the recognition and acceptance of the teacher as a teacher. "who am I" and "what kind of teacher am I to be" recognizes and reflects, emphasizing the psychological and physical experience of the self. Teacher identity is the internal motive force of teachers' self-growth. It enables teachers to perceive the value and significance of teachers' work from the heart and find pleasure from it. It is closely related to teachers' professional development and job satisfaction. This paper is two continuous studies, the first is qualitative research, mainly through the case study to reveal the process of the development of physical education teachers identity, and to find out the individual factors that cause the difference of the identity of primary and middle school PE teachers. The second is a quantitative study to analyze the individual factors affecting the identity of PE teachers in primary and secondary schools. In the first study, two excellent primary school PE teachers with high identity were selected to conduct in-depth interviews, and supplemented by on-site class watching, video of two teachers' demonstration lesson, and so on, so as to enter into the daily situation of the two teachers. Fully aware of the status of its identity. The results show that the formation of PE teachers' identity is a process of dynamic construction. The formation of PE teachers' identity is related not only to the interaction with the outside world, but also to the personality traits of each teacher. Teachers at different stages will have different teachers' identity. The main reasons for the fluctuation of identity are the key events, such as promotion, award, praise, student recognition, etc., all of which may promote the identity of teachers; on the contrary, The causes of the crisis of teacher identity are not recognized by the outside world, self-value can not be reflected, as well as social status, wage treatment, interpersonal relations and other external factors. In the second study, according to the individual influencing factors of PE teachers' identity in primary and middle schools, the author conducted further interviews with 8 PE teachers in primary and middle schools, and concluded the individual influencing factors of the identity of PE teachers in primary and middle schools by recording the interview. A set of structured questionnaire which accords with the method of measurement analysis was developed in addition to the previous studies. In the questionnaire, 309 primary and middle school PE teachers were investigated by questionnaire, which included six aspects of individual influencing factors of physical education teachers' identity, and the identity of middle and primary school physical education teachers as dependent variables. The investigation results were analyzed by multivariate stratified regression analysis. The results show that, among the six influencing factors, the order of influence on the identity of PE teachers in primary and secondary schools is personal sports values, personal achievements, personal professional attitudes, personal sports interests, and individual practical knowledge. Personal sports experience
【學(xué)位授予單位】：北京體育大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.96

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本文編號(hào)：1986885