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新时代农村初中教师职业认同现状研究 ——以河南省洛宁县为例

【作者】 邓冲冲

【导师】 洪早清;

【作者基本信息】 华中师范大学, 教师教育, 2019, 硕士

【副题名】以河南省洛宁县为例

【摘要】 教师职业认同是指教师个体对自身职业的接受和认可,是教师专业发展的内在动力。农村教师承担着我国广大农村地区的教育工作,他们对自身职业的认同程度,不仅影响自身的专业发展,还影响着农村教育教学的质量和农村学生的发展。因此,农村教师的职业认同对农村教师就显得尤为重要。近年来,党和国家为推进城乡义务教育一体化发展,大力加强乡村教师队伍建设,颁布了一系列相关政策,如《乡村教师支持计划(2015-2020)》、《中共中央国务院关于全面深化新时代教师队伍建设改革的意见》等等,把广大农村教师的工作积极性调动起来,对农村教师的职业认同产生了重要影响。因此,本研究以农村初中教师为研究对象,采用文献分析法从理论上构建农村初中教师职业认同的结构,编制调查问卷和访谈提纲。通过对问卷进行项目分析和因素分析,检验和修正农村初中教师职业认同的结构,并形成正式问卷。通过对河南省洛宁县的农村初中教师进行问卷调查和访谈,了解农村初中教师职业认同的现状及不同变量上的差异情况,并分析现状背后的原因,从而有针对性地提出对策建议,为农村学校制定教师管理制度、教育行政部门制定相关政策提供实证参考。研究结果表明:(1)农村初中教师职业认同的结构是由职业环境、职业认知、职业情感和职业能力四个维度构成。(2)河南省洛宁县农村初中教师职业认同整体上处于中等偏上水平,但农村初中教师职业认同在四个维度上的得分不均衡,其中职业情感维度得分最高,职业环境维度得分最低。(3)农村初中教师职业认同在职称变量上存在显著差异,在婚姻状况、教龄、专业、编制、学校所在地变量上不存在显著差异,在性别、年龄、学历、岗位、月收入、任教年级、教学科目数量变量的个别维度上存在显著差异。通过对农村初中教师职业认同的现状及不同变量的差异情况进行原因分析,本研究从政府、社会、学校和教师自身四个层面提出了相应的对策建议。政府要加大政策宣传力度;建立有效的监督机制,确保政策执行力度;继续加大对农村义务教育的支持力度。社会要积极营造尊师重教的氛围;形成社会、家庭、学校三位一体的教育体系。学校要为教师减负,使教师工作重心回归教学;;营造合作互助的校园氛围;;完善教师考核评价机制。教师自身要树立正确的职业价值观;;学会自我调节;树立专业发展的理念,不断提高自身专业素质。

【Abstract】 Teacher’s professional identity refers to the individual teachers’acceptance and recognition of their own profession,which is the internal driving force of teacher’s professional development.Rural teachers are responsible for the educational work in the vast rural areas of China.Their professional identity not only affects their professional development,but also affects the quality of rural education and teaching and the development of rural students.Therefore,the professional identity of rural teachers is particularly important for rural teachers.In recent years,the party and the state have promulgated a series of relevant policies to promote the integrated development of compulsory education in urban and rural areas and strengthen the construction of rural teachers,such as“the Plan to Support Rural Teachers(2015-2020)","the Opinions of the Central Committee of the CPC and the State Council on Comprehensively Deepening the Construction and Reform of Teachers in the New Age",etc.These policies have mobilized rural teachers’work enthusiasm and have important influence on the professional identity of rural teachers.Therefore,this research takes rural regular junior secondary school teachers as the object of study,theoretically establishes the structure of rural regular junior secondary school teachers’professional identity by literature analysis method and compiles questionnaire and interview outline.Through item analysis and factor analysis of the questionnaire,the structure of rural regular junior secondary school teachers’professional identity is tested and adjusted,and a formal questionnaire is formed.A survey is carried out among rural regular junior secondary school teachers in Luoning county,Henan province by using questionnaire and interview.It aims to know the current situation and the differences in different variables of rural regularjunior secondary school teachers’professional identity in the new age and analyzes the reasons,so as to propose relevant countermeasures and suggestions,which provide the empirical reference for the rural school to formulate the teacher management system and the education administrative department to formulate the relevant policies.The results show that:(1)The structure of rural regular junior secondary school teachers’professional identity is composed of four dimensions:occupational environment,occupational cognition,occupational emotion and occupational ability.(2)The professional identity of rural regular junior secondary school teachers is above the average level in Luoning county,Henan province.However,the score of the professional identity of rural regular junior secondary school teachers is unbalanced in four dimensions,among which the score of professional emotion dimension is the highest and the score of professional environment dimension is the lowest.(3)There is significant difference of rural regular junior secondary school teachers’professional identity in the variable of professional title.In contrast,it has no significant difference in the variables of marital status,teaching age,major,regular and school location.In addition,there are significant differences in the individual dimensions of the variables of gender,age,education background,post,monthly income,teaching grade and number of teaching subjects.Based on the analysis of the status quo of rural regular junior secondary school teachers’professional identity and the differences in different variables,the countermeasures and suggestions from four aspects of government,social,school and teacher are come up with.Firstly,the government should intensify policy publicity,establish effective supervision mechanism to ensure policy implementation,and continue to increase support for rural compulsory education.Secondly,the society should actively create a atmosphere of respecting teachers and valuing education and form the social-family-school trinity education system.Thirdly,the school should reduce the burden on teachers to make teachers’focus return to teaching,create a cooperative and mutual aid campus atmosphere,and improve the teacher assessment and evaluation mechanism.Finally,the teacher should establish the correct professional values,learn to adjust self,and set up the concept of professional development to constantly improve their professional quality.

  • 【网络出版投稿人】 华中师范大学
  • 【分类号】G635.1
  • 【被引频次】4
  • 【下载频次】281
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