小学教师留守儿童关爱能力构成及发展途径研究

发布时间：2018-08-31 15:34

【摘要】：时至今天,社会在高速发展,越来越多的人外出务工,而延边地区由于其地理位置和民族区域的特殊性,很多人选择出国务工,因此就形成了大量的留守儿童,留守儿童的各种问题也随之涌现。留守儿童在学校的学习生活时刻与教师为伴,教师也承担着关爱留守儿童的责任,同时小学阶段是儿童成长的重要阶段,留守儿童的茁壮成长与教师对他们的关爱有着直接联系。另外《国务院关于加强农村留守儿童关爱保护工作的意见》中明确提出,在教师培训中应加入关爱留守儿童的内容,以帮助教师提高对留守儿童关爱能力,强化关爱能力的建设。目前学者对教师留守儿童的关爱能力及发展途径的相关研究还比较有限。本文从文献出发,将小学教师关爱留守儿童的关爱能力构成划分为教学能力、指导能力、干预能力、发现能力和组织能力五个维度。将其发展途径划分为专业引领、培训支持、同伴支持和个人反思四个维度。本论文采用问卷调查的方式,抽取延吉市四所小学的全体教师为调查对象,了解小学教师留守儿童的关爱能力总体及各构成维度的发展水平,以及发展途径的运用状况。结合访谈调查和观察的方式,探讨了专业引领、培训支持、同伴支持及个人反思对小学教师的留守儿童关爱能力发展的影响。通过对调查结果的分析和讨论,本文形成如下结论:小学教师留守儿童关爱能力总体处于一般水平,72.6%的教师处于一般及以上水平;班主任教师的关爱能力水平高于非班主任教师;教龄6-10年的教师关爱能力水平最高,1-5年的教师关爱能力水平最低。发展途径支持水平有待提高,同伴支持水平相对较好,培训支持水平最低。小学教师留守儿童的关爱能力受到专业引领、培训支持、同伴支持、个人反思的显著影响。由于教师关爱教育专业知识不足,缺乏有效的个人反思,学校及相关部门缺乏明确的教师关爱能力标准,培训支持力度不足,导致教师的留守儿童关爱能力发展水平偏低。本研究基于以上结论提出合理建议如下:(1)增强教师关爱意识,提高教师专业知识(2)完善教师培训支持体系,搭建教师学习桥梁(3)开展教师合作教研,促进教师共同发展(4)提高教师自我发展意识,积极进行个人反思。
[Abstract]:Today, with the rapid development of society, more and more people are going out to work. However, due to the particularity of their geographical location and ethnic region, many people choose to go abroad to work, so a large number of left-behind children have formed. The problems of left-behind children also emerged. Left-behind children are partners with teachers at all times of their school life, and teachers are also responsible for caring for left-behind children. At the same time, primary school is an important stage for children to grow up. The growth of left-behind children is directly related to teachers' care for them. In addition, the State Council's opinion on strengthening the care and protection of left-behind children in rural areas clearly states that the content of caring for left-behind children should be included in teacher training in order to help teachers improve their ability to care for left-behind children. Strengthen the building of caring ability. At present, scholars' research on teachers'care and development of left-behind children is still limited. Based on the literature, the composition of primary school teachers' caring ability for children left behind is divided into five dimensions: teaching ability, guidance ability, intervention ability, discovery ability and organizational ability. The development approach is divided into four dimensions: professional guidance, training support, peer support and personal reflection. In this paper, the teachers of four primary schools in Yanji City are selected as the objects of investigation by questionnaire, to understand the overall care ability of the children left behind in primary school, the development level of each component dimension, and the application of the development approach. The influence of professional guidance, training support, peer support and personal reflection on the development of primary school teachers' caring ability of left-behind children was discussed. Based on the analysis and discussion of the survey results, the following conclusions are reached: 72.6% of the primary school teachers' caring ability of left-behind children is at the average level or above; The level of caring ability of teachers in charge of class is higher than that of non-teachers in charge of class, and the level of caring ability of teachers with 6 to 10 years of teaching age is the highest, and that of teachers with 1-5 years of teaching age is the lowest. Development path support level needs to be improved, peer support level is relatively good, training support level is the lowest. Primary school teachers'caring ability of left-behind children is significantly influenced by professional guidance, training support, peer support and personal reflection. Due to teachers' lack of professional knowledge of caring and education, lack of effective personal reflection, lack of clear standards of teachers' caring ability in schools and related departments, and insufficient training and support, the development level of teachers' caring ability for left-behind children is on the low side. Based on the above conclusions, this study puts forward some reasonable suggestions as follows: (1) enhancing teachers' caring consciousness, improving teachers' professional knowledge, (2) perfecting teacher training support system, building teachers' learning bridges, (3) carrying out teachers' cooperative teaching and research, To promote the common development of teachers (4) to improve teachers' awareness of self-development and actively carry out personal reflection.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G625.1

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