对外汉语教师职业压力与教学效能感的研究

发布时间：2018-05-07 06:14

本文选题：对外汉语教师 + 职业压力　；参考：《华东师范大学》2009年硕士论文

【摘要】： 近年来,教师职业一直被认为是压力最大的职业之一,心理学与教育学领域已有许多关于教师职业压力的研究,但是关于对外汉语教师职业压力的研究却不多,讨论职业压力与教师教学效能感关系的研究更是少见。为此,本文采用问卷调查的方法,研究高校专职对外汉语教师的职业压力及自我效能感状况,并对两者的相关情况做了分析研究,结果如下: 1.对外汉语教师的职业压力是普遍存在的,并且有三分之二的对外汉语教师认为职业压力大或很大。对外汉语教师所感受到的压力随教龄(或年龄)的增长先增大后减小,不同职称的对外汉语教师所感受到的职业压力差异显著,讲师职称的教师感受到的职业压力最大。不同性别、学历的对外汉语教师所感受到的职业压力差异不显著。对外汉语教师所感受到的最大的职业压力来自于科研,职业发展与各项评估。 2.对外汉语教师的个人教学效能感高于一般教学效能感,对外汉语教师的教学效能感总分和个人教学效能感与教龄(或年龄)有关,呈现先高后低再高的变化趋势;不同学历,不同性别的对外汉语教师个人效能感差异不显著,不同职称的对外汉语教师教学效能感的差异显著。教授职称的对外汉语教师个人教学效能感和效能感总分最高。 3.对外汉语教师职业压力总分数与效能感总分和个人教学效能感分数之间呈现显著负相关关系。对外汉语教师教学效能感及其两个维度分别与职业压力维度中的职业发展、科研,评估、职业回报及教学等维度呈现显著负相关关系。为了缓解对外汉语教师的职业压力问题,对外汉语教师首先要正确认识和对待职业压力,学习缓解压力的有效策略;学校及教育行政部门应高度重视对外汉语教师职业压力的问题,并对教师提供足够的物质支持和精神支持,同时科研任务和各项评估应符合学校实际;社会应提高对外汉语教师的社会及经济地位,增加对对外汉语学科的了解与支持。
[Abstract]:In recent years, the profession of teachers has been regarded as one of the most stressful occupations. There have been many researches on the professional stress of teachers in the field of psychology and pedagogy, but there are few researches on the professional pressure of teachers of Chinese as a foreign language. It is rare to discuss the relationship between professional stress and teachers' teaching efficacy. Therefore, this paper uses the method of questionnaire to study the professional pressure and self-efficacy of full-time TCFL teachers in colleges and universities, and makes an analysis of the related situation of the two. The results are as follows: 1. The occupational pressure of TCFL is common, and 2/3 TCFL teachers think that occupational stress is high or great. With the increase of teaching age and age, the pressure felt by TCFL teachers first increased and then decreased. The professional pressure of TCFL teachers with different titles was significantly different, while that of TCFL teachers with lecturer titles was the greatest. There is no significant difference in the occupational pressure experienced by teachers of Chinese as a foreign language with different genders and academic qualifications. Teachers of Chinese as a foreign language feel the greatest professional pressure from scientific research, career development and evaluation. 2. The personal teaching efficacy of TCFL teachers is higher than that of general teaching efficacy. The total score of TCFL teaching efficacy and personal teaching efficacy are related to the teaching age (or age), showing a trend of higher teaching efficacy than lower teaching efficacy and later higher teaching efficacy. There is no significant difference in personal efficacy of teachers of Chinese as a foreign language with different gender, and significant difference in teaching efficacy of teachers with different titles of Chinese as a foreign language. The total score of individual teaching efficacy and efficacy of Chinese as a foreign language teacher is the highest. 3. There is a significant negative correlation between the total score of professional stress and the total score of efficacy and the score of personal teaching efficacy. The sense of teaching efficacy of TCFL and its two dimensions are negatively correlated with the dimensions of career development, scientific research, evaluation, career return and teaching. In order to alleviate the occupational stress of TCFL, the TCFL teachers should first understand and treat the occupational stress correctly and learn the effective strategies to relieve the pressure. Schools and educational administrative departments should attach great importance to the vocational pressure of teachers of Chinese as a foreign language, and provide teachers with adequate material and spiritual support, and scientific research tasks and assessments should be in line with the actual situation of the school. The society should improve the social and economic status of teachers of Chinese as a foreign language and increase their understanding and support of the subject of Chinese as a foreign language.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195

【引证文献】