山西省新任特岗教师职业适应性的调查研究

发布时间：2018-05-31 05:45

本文选题：山西省 + 特岗教师　；参考：《四川师范大学》2017年硕士论文

【摘要】：乡村地区的办学条件相对艰苦,这在一定程度上造成新任特岗教师队伍的不稳定,从而影响着乡村教育质量。新任特岗教师的职业适应性水平的高低,对乡村地区的基础教育质量有着重要的影响。本文从职业认知、职业能力、人际交往以及职业环境适应四个方面对山西省新任特岗教师的适应性进行了调查,并在此基础上加以深度访谈和研究,分析探讨了新任特岗教师职业适应性的现状、影响因素,并提出相应的对策。本文主要包括七部分内容。第一部分主要介绍了新任特岗教师职业适应性的选题缘由、研究意义、相关概念的界定以及国内外研究现状。第二部分对新任特岗教师职业适应性的研究目的、研究方法、研究对象、研究工具以及研究程序进行了说明。第三部分是新任特岗教师职业适应性现状调查结果及其分析,主要从年龄、性别、职称、学历、任教阶段、任教学校类型以及任教学校所在地等方面对新任特岗教师职业适应性的差异进行了比较。第四部分从职业认知适应、职业能力适应、人际交往以及职业环境适应四个方面分析了新任特岗教师职业适应性存在的问题。第五部分是对影响新任特岗教师职业适应性的因素进行分析,结合调查和访谈结果认为新任特岗教师的职业认同感及从教愿望、职业能力与学历以及教龄、所任校的环境、高等院校的培养模式与国家政策等因素对新任特岗教师职业适应性有较大的影响。第六部分结合前几部分的分析和研究结果提出促进新任特岗教师职业适应性的相应对策,包括:教育部门要完善特岗教师招聘工作以及“特岗教师计划”政策;高等院校要优化教师教育的课程结构、加强大学与中小学的合作;设岗学校要合理安排新任特岗教师的工作任务、营造和谐的校园文化、改善新任特岗教师的生活条件;新任特岗教师自身要提高职业认同感与职业心理素质。第七部分为结论与展望,对本研究的主要结论进行了总结,并说明本研究的不足和需要进一步深入研究与改进的设想。
[Abstract]:The conditions of running schools in rural areas are relatively difficult, which to some extent results in the instability of the new contingent of teachers, thus affecting the quality of rural education. The level of professional adaptability of new teachers has an important impact on the quality of basic education in rural areas. This paper investigates the adaptability of new teachers in Shanxi Province from four aspects: professional cognition, professional ability, interpersonal communication and professional environment adaptation, and makes in-depth interviews and studies on this basis. This paper analyzes and discusses the present situation and influencing factors of the professional adaptability of the new teachers with special posts, and puts forward corresponding countermeasures. This paper mainly includes seven parts. The first part mainly introduces the reason of choosing the topic, the significance of the research, the definition of related concepts and the current research situation at home and abroad. In the second part, the purpose, research method, research object, research tools and research procedure of the new teachers' professional adaptability are explained. The third part is the survey results and analysis of the status quo of professional adaptability of new teachers, mainly from age, sex, professional title, education, teaching stage, The differences of new teachers'professional adaptability are compared in terms of the type of teaching school and the location of the teaching school. The fourth part analyzes the problems existing in the new teachers' professional adaptability from four aspects: vocational cognitive adaptation, vocational competence adaptation, interpersonal communication and occupational environment adaptation. The fifth part is the analysis of the factors that affect the professional adaptability of the new teachers, combined with the investigation and interview results, it is concluded that the new teachers' professional identity and teaching desire, professional ability and academic qualifications, teaching age, the environment of the school. The training mode and national policy of colleges and universities have great influence on the professional adaptability of new teachers. The sixth part combines the analysis and research results of the previous parts to put forward the corresponding countermeasures to promote the professional adaptability of the new special post teachers, including: the education department should perfect the special post teacher recruitment work and the "special post teacher plan" policy; Colleges and universities should optimize the curriculum structure of teachers' education, strengthen the cooperation between universities and primary and middle schools, arrange the work tasks of new special post teachers reasonably, create a harmonious campus culture, and improve the living conditions of new special post teachers. The new teachers should improve their professional identity and professional psychological quality. The seventh part is the conclusion and prospect, summarizes the main conclusions of this study, and explains the deficiency of this study and the assumption of further research and improvement.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G525.1

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