高中生涯指导教师胜任力模型初步构建

发布时间：2018-05-29 00:22

本文选题：高中生涯指导教师 + 胜任力模型　；参考：《山东师范大学》2017年硕士论文

【摘要】：随着2014年国内新高考改革的推进,高中生涯教育越来越受到人们的重视,越来越多的高中开始重视生涯教育,开设生涯教育课程。教育工作者期望通过开展生涯教育,帮助学生更好的规划人生,从而更好的适应社会,创造一个更加光明的未来。然而,目前优秀生涯指导教师严重匮乏。胜任力模型作为人力资源领域常用的一种工具,不仅能够很好的区分优秀工作者和一般工作者,对相关人员的招聘和培训亦有很好的参考价值。本研究的主要目的在于通过构建高中生涯指导教师的胜任力模型,来进一步促进高中生涯教育的良性发展。本研究采用行为事件访谈法和主题分析法,研究对象是来自内蒙古、吉林、江苏、浙江、上海等地的一线高中生涯指导教师。通过向生涯教育领域的专家发放调查问卷,制定出优秀绩效者的选取标准。本研究选取了两组教师:优秀组10名,一般组10名;男5名,女15名;本科学历12人,研究生学历8人,样本具有较高的代表性。首先对20名生涯指导教师进行行为事件访谈。其次,对录音进行转录。第三,利用主题分析法构建胜任力词典,并由四名心理专业研究生依据该词典对文本材料进行编码。最后,对编码数据进行统计分析获得高中生涯指导教师的胜任力模型。高中生涯指导教师的胜任力模型由核心胜任特征和一般性胜任特征两部分构成。其中核心胜任特征有5个,分别为:生涯教育授课技巧、生涯规划意识、接纳学生、生涯教育专业知识和技能、生涯引导能力;一般胜任特征有20个,分别为:探索意识和能力、课程规划能力、责任意识、善于了解学生、生涯信息寻求能力、同理心、沟通能力、积极关注、精力充沛、洞察力和敏感性、团队合作精神、亲和力、学习能力、总结归纳能力、建立信任关系的能力、保密性原则、定位明确、全面思考、灵活性、成就动机。本研究构建的高中生涯指导教师的胜任力模型,既可以帮助学校选拔优秀的人才从事生涯指导教师这一工作,也可以作为课程评估的参考标准。对生涯指导教师本身来说,也可以依据该胜任力模型进一步提升自我,更好的胜任生涯教育工作。
[Abstract]:With the development of the new college entrance examination reform in 2014, people pay more and more attention to senior high school career education, and more senior high schools begin to attach importance to career education and set up career education courses. Educators hope to help students better plan their life through career education, so as to better adapt to the society and create a brighter future. However, there is a serious shortage of excellent career guidance teachers at present. Competency model as a common tool in the field of human resources, not only can distinguish between excellent workers and general workers, but also has a good reference value for the recruitment and training of related personnel. The main purpose of this study is to further promote the healthy development of senior high school career education by constructing the competency model of high school career guidance teachers. In this study, behavioral event interview and thematic analysis were used to study the career guidance teachers in senior high schools from Inner Mongolia, Jilin, Jiangsu, Zhejiang and Shanghai. By issuing questionnaires to experts in the field of career education, the selection criteria of excellent performance persons are worked out. This study selected two groups of teachers: excellent group (10), general group (10), male (5), female (15), undergraduate (12) and graduate (8). First, 20 career guidance teachers were interviewed about behavior events. Secondly, the recording was transcribed. Thirdly, the competency dictionary is constructed by thematic analysis method and encoded by four graduate students. Finally, the competency model of high school career guidance teachers is obtained by statistical analysis of coded data. The competency model of high school career guidance teachers consists of core competency and general competency. Among them, five core competencies are: teaching skills of career education, awareness of career planning, acceptance of students, professional knowledge and skills of career education, career guidance ability, and 20 general competencies. They are: exploration consciousness and ability, curriculum planning ability, responsibility consciousness, good understanding of students, career information seeking ability, empathy, communication ability, active attention, energetic, insight and sensitivity, team work spirit, etc. Affinity, learning ability, summing up inductive ability, ability to build trust relationship, confidentiality principle, clear orientation, overall thinking, flexibility, achievement motivation. The competency model of senior high school career guidance teachers constructed in this study can not only help schools select outstanding talents to do the work of career guidance teachers, but also serve as a reference standard for curriculum evaluation. According to the competency model, the career guidance teachers themselves can further improve themselves and do better job of career education.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G635.1

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