發(fā)布時(shí)間：2018-04-28 06:20

  本文選題：特崗教師 + 職業(yè)認(rèn)知　； 參考：《山西師范大學(xué)》2017年碩士論文

【摘要】：特崗教師是鄉(xiāng)村教師隊(duì)伍中的特殊力量,對(duì)鄉(xiāng)村基礎(chǔ)教育的發(fā)展起著越來(lái)越不可忽視的作用。職業(yè)認(rèn)知是個(gè)體基于自身經(jīng)歷和社會(huì)體驗(yàn),在社會(huì)、學(xué)校和家庭的影響下,對(duì)某一職業(yè)的特征和價(jià)值的認(rèn)識(shí)和評(píng)價(jià)。教師職業(yè)認(rèn)知是職業(yè)認(rèn)知在教育領(lǐng)域的延伸,是教師在其工作、學(xué)習(xí)和生活中,逐漸形成的對(duì)教師職業(yè)特征及其價(jià)值的認(rèn)識(shí)和評(píng)價(jià)。特崗教師處于職業(yè)發(fā)展的初期階段,他們對(duì)于自身的了解以及職業(yè)生涯的規(guī)劃都會(huì)受到周圍環(huán)境的影響,特別是對(duì)于特崗教師認(rèn)知發(fā)展影響最為直接的日常工作環(huán)境,即學(xué)校環(huán)境。所以,學(xué)校環(huán)境應(yīng)該成為特崗教師專業(yè)成長(zhǎng)過(guò)程中需要引起重視的內(nèi)容。本研究通過(guò)問(wèn)卷調(diào)查與訪談,分析討論了特崗教師職業(yè)認(rèn)知及其學(xué)校環(huán)境的狀況,探究了學(xué)校環(huán)境對(duì)特崗教師職業(yè)認(rèn)知的影響機(jī)制。通過(guò)對(duì)調(diào)查數(shù)據(jù)的分析,總結(jié)得出以下結(jié)論:(1)特崗教師的職業(yè)認(rèn)知總體處于較好的水平,職業(yè)素養(yǎng)認(rèn)知處于良好的水平,但職業(yè)個(gè)人價(jià)值認(rèn)知相對(duì)于其他兩個(gè)維度處于較低的水平,大多數(shù)特崗教師覺(jué)得在自己的崗位上不能充分實(shí)現(xiàn)自身價(jià)值。特崗教師職業(yè)認(rèn)知不存在顯著的性別差異;教齡為0-1年的特崗教師職業(yè)個(gè)人價(jià)值認(rèn)知顯著高于教齡為1-2年的特崗教師;小學(xué)特崗教師的職業(yè)個(gè)人價(jià)值認(rèn)知顯著高于中學(xué)特崗教師;學(xué)科與專業(yè)一致的特崗教師職業(yè)個(gè)人價(jià)值認(rèn)知顯著高于不一致的特崗教師。(2)特崗教師的學(xué)校環(huán)境感知總體處于中等水平,人際關(guān)系感知最好,工作提供的發(fā)展條件有待改善,大多數(shù)特崗教師認(rèn)為特崗教師這一職業(yè)沒(méi)有什么發(fā)展前景。小學(xué)特崗教師的學(xué)校風(fēng)氣感知顯著高于中學(xué)特崗教師;在原籍任教的特崗教師學(xué)校環(huán)境感知顯著高于不在原籍任教的特崗教師;學(xué)科與專業(yè)一致的特崗教師學(xué)校環(huán)境感知顯著高于不一致的特崗教師。(3)學(xué)校環(huán)境是影響特崗教師職業(yè)認(rèn)知的重要因素。其中,人際關(guān)系對(duì)特崗教師職業(yè)認(rèn)知及其各維度都具有預(yù)測(cè)作用;校長(zhǎng)的影響對(duì)特崗教師職業(yè)認(rèn)知具有預(yù)測(cè)作用;工作發(fā)展條件和學(xué)校風(fēng)氣對(duì)特崗教師職業(yè)個(gè)人價(jià)值認(rèn)知具有預(yù)測(cè)作用。特崗教師職業(yè)認(rèn)知是動(dòng)態(tài)發(fā)展的,與特崗教師自身的個(gè)性特征、所處的職業(yè)環(huán)境都有密切的關(guān)系。職業(yè)價(jià)值觀是影響特崗教師職業(yè)認(rèn)知的內(nèi)部因素,學(xué)校環(huán)境是其外部因素。因此,設(shè)崗學(xué)校應(yīng)該優(yōu)化其學(xué)校環(huán)境,使特崗教師在良好的職業(yè)氛圍中積極主動(dòng)地提高職業(yè)認(rèn)知水平。
[Abstract]:The special post teacher is a special force in the rural teacher team, which plays a more and more important role in the development of rural basic education. Occupational cognition is an individual's understanding and evaluation of the characteristics and values of a profession under the influence of society, school and family, based on his own experience and social experience. Teachers' professional cognition is an extension of vocational cognition in the field of education. It is a gradually formed understanding and evaluation of teachers' professional characteristics and their values in their work, study and life. Special post teachers are in the early stage of their career development. Their understanding and career planning will be affected by the surrounding environment, especially the daily work environment, which has the most direct impact on the cognitive development of special post teachers. The school environment. Therefore, the school environment should be paid attention to in the process of professional development. Through questionnaire investigation and interview, this study analyzes and discusses the situation of teachers' professional cognition and their school environment, and probes into the influence mechanism of school environment on teachers' professional cognition. Through the analysis of the survey data, the following conclusions can be concluded: 1) the professional cognition of teachers in special post is generally in a good level, and the cognition of professional accomplishment is in a good level. However, professional personal value cognition is at a lower level than the other two dimensions, and most special teachers feel that they can not fully realize their own value in their posts. There is no significant gender difference in professional cognition of teachers in special posts, and the professional personal value cognition of teachers with teaching age of 0-1 years is significantly higher than that of teachers with 1-2 years of teaching age. The professional personal value cognition of primary school teachers is significantly higher than that of middle school teachers. The professional personal value cognition of special post teachers with the same discipline and specialty was significantly higher than that of non-uniform special post teachers.) the school environment perception of special post teachers was generally at the middle level, the interpersonal relationship perception was the best, and the development conditions provided by the work needed to be improved. Most teachers believe that there is no future in this profession. The school atmosphere perception of primary school teachers is significantly higher than that of middle school teachers, and the school environment perception of special post teachers who teach in their native areas is significantly higher than that of special post teachers who do not teach in their native areas. The perception of special post teachers' school environment in accordance with discipline and specialty is significantly higher than that of inconsistent special post teachers.) the school environment is an important factor that affects the professional cognition of teachers in special post. Among them, interpersonal relationship can predict the professional cognition of teachers and its dimensions, and the influence of principals can predict the professional cognition of teachers. Job development conditions and school ethos can predict the professional personal value cognition of special post teachers. The professional cognition of special post teachers is dynamic, which is closely related to their own personality characteristics and professional environment. Vocational values are the internal factors that influence the professional cognition of teachers, and the school environment is the external factor. Therefore, it is necessary to optimize the school environment so that teachers can actively improve their professional cognition level in a good professional atmosphere.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G525.1

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