“90后”中小学教师职业适应研究

发布时间：2017-12-27 00:19

本文关键词：“90后”中小学教师职业适应研究　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：我国的社会主义现代化建设离不开教育的现代化,教育现代化离不开教师队伍的不断优化。随着时代的发展,“90后”教师逐渐崭露头角,他们是教师队伍的优质后备军,即将成为教师队伍的中坚力量。对于“90后”教师来说,他们大多数正处于教师专业发展的关键适应期。教师在这一阶段能否顺利实现由学生到合格教师的角色转变不仅会影响到他们的职业倾向性,而且将会影响到他们整个职业生涯的发展,进而决定他们将来会成为什么样的教师。因此,考察“90后”中小学教师目前的职业适应状况并对此提出建议尤为重要。通过对“90后”中小学教师职业适应现状的调查发现,在心理适应方面,不少“90后”教师对职业抱有一定热情,但这种热情或源于对学生全面发展的目标追求,或是为了实现自身价值,等等。他们作为教师这一社会角色的责任感仍有待强化。“90后”中小学教师往往个性鲜明,见解独特,其教育理念与学校的教育模式之间还需要相互调适;在教学适应方面,他们在教学过程中都或多或少会遇到诸如教学语言、教学时间、课堂管理等方面的困难。但由于不同年级所面对的教学内容以及学生发展特点、所需完成的教学目标有所不同,小学教师与中学教师遇到的具体问题是不同的。前者主要是不能很好地把握学生课堂学习的积极性与纪律之间的平衡状态,后者则多是围绕学科知识传授所引起的一系列教学问题;在人际关系适应方面,“90后”教师的人际关系总体来说是比较融洽的,大部分教师能够与同事建立亲密合作的关系,和学生也相处融洽。相比较而言,他们与家长、领导的融洽度不高。有家长认为他们比较年轻,教学经验不足,甚至个别家长不配合教师工作。沟通欠缺在一定程度上导致“90后”中小学教师与领导之间产生鸿沟。影响“90后”中小学教师职业适的因素是错综复杂的。在外部因素中,薪资待遇、地域差异和学校管理是主要方面;在内部因素中,“90后”教师自身的工作成就动机以及对工作的态度是影响职业适应的关键。教师的身心不平衡状态容易使他们产生职业厌烦心理,当教师厌烦其所从事的职业就更不能很好地适应职业,如此周而复始,逐渐形成一个恶性循环系统。因此,应该通过以下途径对“90后”中小学教师加以帮助:加强政策保障,促进职业适应;优化教师管理,提供成长空间;塑造合作文化,构建学校共同体;提供成长指导,激发成长动力。此外,衡量教师工作的“身心平衡”状态取决于教师自身,职业适应的关键在于“90后”中小学教师的自我改变。所以“90后”教师自身也要涵养专业自觉,提高适应内生力,以更快更好地适应职业。
[Abstract]:The socialist modernization of our country can not be separated from the modernization of education, and the modernization of education can not be separated from the continuous optimization of the teachers' team. With the development of the times, the "post-90s" teachers have gradually come to the fore. They are the high quality armies of the teachers, and will be the backbone of the teachers' team. For the "post-90s" teachers, most of them are in the key adaptation period of teachers' professional development. Whether teachers can successfully change their roles from students to qualified teachers at this stage will not only affect their career orientation, but also affect their whole career development and decide what kind of teachers they will become in the future. Therefore, it is particularly important to investigate the current situation of the vocational adaptation of primary and secondary school teachers in the "post-90s" and make suggestions on it. Based on the survey of the occupational adaptation of post-90s primary and secondary school teachers, it is found that many of the post-90s teachers are enthusiastic about their career in terms of psychological adaptation, but this enthusiasm stems from the pursuit of the goal of all-round development of students, or to achieve their own value and so on. Their sense of responsibility as a teacher, as a social role, remains to be strengthened. "90" primary and secondary school teachers are distinctive, unique insights, but also need mutual adjustment between the education idea and the education mode of the school; adaptation in teaching in the teaching process, they are more or less will encounter such as teaching language, teaching time, classroom management and other aspects of the difficulties. However, due to the different teaching contents and characteristics of students in different grades, and the teaching objectives that need to be completed, the specific problems encountered by primary school teachers and middle school teachers are different. The former is not a good grasp of the balance between positive discipline and classroom learning for students, while the latter is around the subject knowledge to teach a series of problems caused by teaching; adaptation in interpersonal relationship, "90" teachers' interpersonal relationship in general is more harmonious, most of the teachers to establish an intimate relationship cooperate with colleagues, and students get along well. In comparison, their harmony with parents and leaders is not high. Some parents think they are younger, lack of teaching experience, and even a few parents do not work with teachers. To a certain extent, the lack of communication leads to the gap between the teachers and the leaders in the post - 90s. The factors affecting the occupational fitness of the secondary and primary school teachers in the post - 90s are complex. Among the external factors, salary, regional differences and school management are the main aspects. In the internal factors, the post 90s teachers' achievement motivation and attitude towards work are the key to occupational adaptation. Teachers' physical and mental imbalance can easily cause them to be bored with their jobs. When teachers are tired of their occupation, they will not be able to adapt themselves well to their careers, so this cycle will gradually form a vicious circle system. Therefore, we should help the primary and secondary school teachers in the following ways: strengthening policy guarantee, promoting vocational adaptation, optimizing teacher management, providing growth space, shaping cooperation culture, building school community, providing growth guidance and stimulating growth momentum. In addition, the "balance of body and mind" of the teacher's work depends on the teacher itself. The key to the adaptation of the profession lies in the self change of the teachers in the post - 90s and middle schools. So the "90" teachers also should conserve professional consciousness, to improve internal drive, to faster and better adapt to the occupation.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G635.1

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