幼儿园教师的主观社会地位及其改善

发布时间：2018-02-13 21:48

本文关键词： 社会地位主观社会地位幼儿园教师地位　出处：《学前教育研究》2014年02期 　论文类型：期刊论文

【摘要】：主观社会地位是个人对自身社会地位的一种主观感受和评价。本研究通过问卷调查与访谈,得出幼儿园教师主观社会地位结构要素包括权益保障、社会认同、职业内涵三个维度,其整体主观社会地位处于中等水平,不同年龄、教龄、职称、岗位、学历、收入群体之间存在差异。幼儿园教师在评价自身社会地位时存在"他人取向"和"自我取向"两种取向,并主要受国家政策、社会认知、教师素质、传统文化、工作性质等因素影响。根据幼儿园教师整体社会地位与幼儿园内社会地位的关联与差异,改善幼儿园教师社会地位应从宏观和微观两方面着手,宏观上应革新传统文化,落实政策保障幼儿园教师权益,加强幼教师资培养;微观上应改革管理制度及用人理念。
[Abstract]:Subjective social status is a kind of subjective feeling and evaluation of one's own social status. Through questionnaire survey and interview, this study draws the conclusion that kindergarten teachers' subjective social status structure elements include protection of rights and interests, social identity. Professional connotation of three dimensions, its overall subjective social status in the medium level, different ages, teaching age, professional title, post, education, There are differences among income groups. Kindergarten teachers have two orientations of "other-orientation" and "self-orientation" when evaluating their own social status, which are mainly influenced by national policy, social cognition, teachers' quality, traditional culture, and so on. According to the relationship and difference between the whole social status of kindergarten teachers and the social status of kindergarten teachers, the improvement of kindergarten teachers' social status should be carried out from both macro and micro aspects, and the traditional culture should be innovated macroscopically. Implementing the policy to protect the rights and interests of kindergarten teachers and strengthening the training of kindergarten teachers should reform the management system and the idea of employing personnel.
【作者单位】：北京师范大学学校办公室;
【基金】：北京师范大学“世界一流教育学科与中国教育创新”基地课题(编号:9852011gr006)的阶段性研究成果
【分类号】：G615

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