中职教师主观幸福感与教学动机的相关研究

发布时间：2018-01-20 23:54

本文关键词： 中职教师主观幸福感教学动机　出处：《浙江师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：近几年来,由于社会对职业教育重视度的提升,职业教育的教学质量和教学效果开始受到广泛的关注。为适应社会对人才需求的变化,职业教育内部也在不断提高自身的教学质量和教学水平,这就对职业院校的教师提出了新的要求和挑战。面对这些新的要求和挑战,职业院校教师的压力也在不断增加,其心理健康状况日益受到社会的关注。尤其是积极心理因素,它不仅能消解生活中的压力,更能增进个体的身心健康,提高个体工作、生活的积极性和主动性,是个体心康的重要指标之一。主观幸福感作为积极心理的一个重要组成部分,直接反映了个体的心理健康状态,对教师的教学积极性、教学态度以及教学行为都有着重要影响,而这些都直接体现了教师教学动机的大小。为了解中职教师主观幸福感与教学动机的现状及相关性,本研究特选取职业教育较为发达的浙江省作为区域研究对象,对省内十所中职院校的178名中职教师进行问卷调查,并选取部分有代表性的教师进行半结构性访谈。研究结果表明： 1、中职教师主观幸福感与教学动机之间具有显著线性相关； 2、主观幸福感的各维度与教学动机的各维度之间存在相关性； 3、主观幸福感中的工作满意度维度与教学动机的外部动机维度之间的相关最为显著； 4、主观幸福感与教学动机的外部动机和内部动机均有显著相关； 5、教学动机与主观幸福感的生活满意度维度相关最为显著。为提高中职教师的主观幸福感与教学动机水平,本文从教师个人、学校、社会三个层面上提出了一些相应的对策与建议。教师个人在努力提升自己的职业价值观的同时,保持良好的心态,将主要精力用到提高自身的教学能力上来,并处理好师生关系与同事关系,实现自身的自我实现。学校层面,首先要建立符合中职教师自身的教师评价体系；同时,鼓励教师之间的相互交流,并在教师中树立终身学习理念；学校还要合理优化自身的管理制度与分配政策,提供进修学习的机会,满足教师不断提升自我的需求。社会层面,主要是要提高中职教师的社会地位,改变民众对中职教育的错误认识；同时,社会要对中职教师的教学效果有一个合理的期望值；在保障中职教师的合法权益与合法地位的同时,也要关注中职教师的身心健康状况,给中职教师创建一个良好的外部环境。
[Abstract]:In recent years, due to the promotion of social attention to vocational education, the teaching quality and teaching effect of vocational education began to receive extensive attention, in order to adapt to the changes of social demand for talents. Vocational education is also constantly improving its own teaching quality and teaching level, which has put forward new requirements and challenges to teachers in vocational colleges and universities, facing these new requirements and challenges. The pressure of teachers in vocational colleges is also increasing, and their mental health has been paid more and more attention by the society, especially the positive psychological factors, which can not only eliminate the stress in life, but also improve the physical and mental health of individuals. Improving the enthusiasm and initiative of individual work and life is one of the important indicators of individual well-being. As an important part of positive psychology, subjective well-being directly reflects the state of individual mental health. It has an important influence on teachers' teaching enthusiasm, attitude and behavior, which directly reflects the size of teachers' teaching motivation. In order to understand the current situation and correlation between subjective well-being and teaching motivation of secondary vocational school teachers, this study selects Zhejiang Province, where vocational education is more developed, as the regional research object. A questionnaire survey was conducted among 178 secondary vocational teachers in 10 secondary vocational colleges and universities in the province, and some representative teachers were selected for semi-structured interviews. The results show that: 1. There is a significant linear correlation between subjective well-being and teaching motivation of secondary vocational school teachers; (2) there is a correlation between the dimensions of subjective well-being and the dimensions of teaching motivation; 3. The correlation between the dimension of job satisfaction and the dimension of external motivation of teaching motivation is the most significant. (4) subjective well-being is significantly related to the external and internal motivation of teaching motivation; 5. The relationship between teaching motivation and life satisfaction dimension of subjective well-being is most significant. In order to improve the level of subjective well-being and teaching motivation of secondary vocational school teachers, this paper puts forward some corresponding countermeasures and suggestions from three aspects: teachers themselves, schools and society. While teachers strive to improve their professional values, they maintain a good attitude, focus on improving their teaching ability, and deal with the relationship between teachers and students and colleagues. Realize self-actualization. At the school level, first of all, it is necessary to establish a teacher evaluation system in accordance with the secondary vocational school teachers themselves; At the same time, we should encourage teachers to communicate with each other and set up the concept of lifelong learning among teachers. The school should optimize its own management system and distribution policy, provide opportunities for further study, and meet the needs of teachers. At the social level, it is necessary to improve the social status of secondary vocational school teachers and change the people's wrong understanding of secondary vocational education. At the same time, the society should have a reasonable expectation on the teaching effect of secondary vocational school teachers. While protecting the legitimate rights and interests and legal status of secondary vocational school teachers, we should also pay attention to the physical and mental health of secondary vocational teachers, and create a good external environment for secondary vocational teachers.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G715.1

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