【摘要】：教師自我專業(yè)發(fā)展意識(shí)的強(qiáng)弱與教師身份認(rèn)同程度的高低相關(guān),教師專業(yè)發(fā)展行為的數(shù)量與教師身份認(rèn)同程度的高低有關(guān)。此外,入職初期是新手教師專業(yè)發(fā)展的融入學(xué)校、教師職業(yè)和社會(huì)的關(guān)鍵時(shí)期。新手教師在入職第一年,需要面對(duì)適應(yīng)教學(xué)、處理同事關(guān)系、實(shí)現(xiàn)教師身份認(rèn)同的重要轉(zhuǎn)變。盡管國(guó)內(nèi)外關(guān)于教師身份認(rèn)同的研究正日益增多,但對(duì)于高中英語(yǔ)新手教師的身份認(rèn)同狀況的研究尚少。本研究在前人資料的基礎(chǔ)上,采取定性和定量研究相結(jié)合的方法,通過(guò)調(diào)查問(wèn)卷和訪談相結(jié)合的形式,對(duì)廣西54名高中英語(yǔ)新手教師進(jìn)行調(diào)查。通過(guò)問(wèn)卷調(diào)查及訪談以期回答以下問(wèn)題：(1)高中英語(yǔ)新手教師的身份認(rèn)同現(xiàn)狀如何?(2)高中英語(yǔ)新手教師認(rèn)同有什么差異?(3)高中英語(yǔ)教師身份認(rèn)同產(chǎn)生差異的原因是什么?本研究的調(diào)查結(jié)果如下：(1)高中英語(yǔ)新手教師的身份認(rèn)同狀況在總體上較高,但在組織支持感維度上的認(rèn)同較低。(2)高中英語(yǔ)新手教師身份認(rèn)同各維度在性別、教齡、學(xué)歷以及所教年級(jí)四個(gè)因素下沒(méi)有顯著差異。(3)高中英語(yǔ)新手教師身份認(rèn)同在職稱因素下,職業(yè)歸屬感維度存在顯著差異；在職務(wù)因素下,工作投入維度存在顯著差異；在月收入因素下,組織支持感維度存在顯著差異；以及在任教地區(qū)因素下,組織支持感、英語(yǔ)教學(xué)信念和職業(yè)價(jià)值觀三個(gè)維度均存在顯著差異。在此研究結(jié)果的基礎(chǔ)上對(duì)高中英語(yǔ)新手教師的總體狀況以及差異原因進(jìn)行了分析并就如何提高高中英語(yǔ)新手教師身份認(rèn)同提出了一些建議。
[Abstract]:The strength of teachers' self-professional development consciousness is related to the degree of teachers' identity, and the number of teachers' professional development behaviors is related to the degree of teachers' identity. In addition, the beginning of entry is a critical period for the professional development of novice teachers to integrate into school, teaching profession and society. In the first year, novice teachers need to adapt to teaching, deal with the relationship between colleagues, and realize the important transformation of teachers' identity. Although the research on teacher identity is increasing day by day at home and abroad, there is little research on the status of high school English novice teachers. On the basis of previous data, this study investigated 54 English novice teachers in senior high schools in Guangxi by means of a combination of qualitative and quantitative research and a combination of questionnaires and interviews. This paper aims to answer the following questions through questionnaires and interviews: (1) what is the status quo of high school English novice teachers' identity? (2) what is the difference between high school English novice teachers' identity and (3) senior high school English teachers' identity recognition? What is the reason for the difference? The results of this study are as follows: (1) the status of high school English novice teachers' identity is higher in general, but lower in the dimension of organizational support. (2) the dimensions of high school English novice teachers' identity are gender, teaching age. There was no significant difference in the four factors of education and grade. (3) there were significant differences in the professional sense of belonging between the novice English teachers in senior high school and the professional title; There are significant differences in the dimension of job engagement, in the dimension of organizational support under the factor of monthly income, in the factor of position, in the dimension of job involvement, in the dimension of organizational support. There are significant differences among the three dimensions of organizational support, English teaching beliefs and vocational values. Based on the results of this study, this paper analyzes the general situation of English novice teachers in senior high school and the reasons for their differences, and puts forward some suggestions on how to improve the identity of English novice teachers in senior high school.
【學(xué)位授予單位】：廣西師范大學(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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