小学教师性别角色类型与职业状况调查研究

发布时间：2018-01-16 15:18

本文关键词：小学教师性别角色类型与职业状况调查研究　出处：《闽南师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：近年来,我国基础教育的发展目标由扩大规模转向提高教育质量。而教育的发展和质量的提高与一支师德高尚、业务精湛、结构合理、充满活力的的教师队伍分不开。当前小学教师队伍存在性别结构不均衡的问题,这种不均衡不仅影响着儿童性别价值观的形成以及性别社会化的完成,而且影响着教师自身的发展。因此运用社会性别理论分析小学教师的性别角色与职业状况显得尤为重要。本研究采用问卷和访谈相结合的研究方法,以M市部分小学教师作为研究对象,就教师性别角色类型与职业状况进行调查研究,结果表明:双性化性别角色的形成主要受年龄、学历、教龄、婚姻状况的影响和制约;双性化教师群体对自身性别接纳程度最高,并不认为性别是阻碍自身发展的因素;接受有关性别与教育的课程比较多;倾向于积极主动面对生活中的挑战。基于社会性别理论对问卷调查及访谈结果进行分析得出:相对落后的生产力与隐性运作的社会性别制度、小学教师队伍性别结构不合理、小学教师接受性别与教育课程比较少、小学教师自我发展主体意识淡薄是制约小学教师双性化性别角色形成与职业状况认知的重要因素。并针对制约因素提出了:加大教育投入,重视性别教育课程的开设;提高教师职业声望,保障教师收入待遇;构建先进的性别文化;均衡生理性别数量改变教师结构;将性别知识纳入到教师教育中;教师重塑自身性别观念,积极谋求素质发展等一系列促进小学教师双性化性别角色形成的建议。
[Abstract]:In recent years, the development goal of basic education in our country has changed from expanding the scale to improving the quality of education. The current primary school teachers have the problem of gender structure imbalance, which not only affects the formation of children's gender values and the completion of gender socialization. Therefore, it is very important to use gender theory to analyze the gender roles and professional status of primary school teachers. Taking some primary school teachers in M city as the research object, this paper investigates the types of teachers' gender roles and their professional status. The results show that the formation of bisexual sex roles is mainly influenced by age, academic background and teaching age. The influence and restriction of marital status; Androgynous teachers have the highest degree of acceptance of their own gender and do not think that gender is the factor that hinders their development. More courses on gender and education; Based on the gender theory, the questionnaire survey and interview results are analyzed. The results show that the relatively backward productivity and the hidden operation of the gender system. The gender structure of primary school teachers is unreasonable, and primary school teachers accept less gender and education curriculum. The weak subjective consciousness of primary school teachers' self-development is an important factor to restrict the formation of gender roles and the cognition of professional status of primary school teachers. Emphasis on the introduction of gender education courses; To improve the professional prestige of teachers and ensure the income of teachers; Constructing advanced gender culture; Balance the number of physiological sex to change the structure of teachers; Integrating gender knowledge into teacher education; Teachers reshape their own gender concept and actively seek quality development, etc. A series of suggestions to promote the formation of dual sex roles of primary school teachers.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G625.1

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