中学新入职政治教师职业认同的研究

发布时间：2018-10-21 18:27

【摘要】：新入职阶段是中学政治教师职业生涯的开始,它直接关系到新入职中学政治教师的专业发展。然而在这一阶段也常常是新入职中学政治教师在教学中感到困扰、产生挫败感、遭受到所谓“现实冲击”最多的一个阶段,它直接影响甚至阻碍新教师对其职业的认同和专业成长。以教育社会学的观点来看,教师生涯始于教师对自身职业角色的扮演,新入职教师的职业认同是否成功,关系到教师日后对教师职业的情感、认知和投入的程度。如果新入职教师的职业认同感强,新教师不仅会有成功的心理体验,为日后教学打下良好的基础,还会增强新教师对职业的崇敬之心和理性认识。可以说新入职教师的职业认同是教师整个职业生涯中最为浓彩重墨的一笔,也是其成功投身教育实践的核心。可见研究新入职教师的职业认同是十分必要的。中学教师职业认同是指教师对自己身为教师的整体概念,即教师在个人与社会的交互作用中所形成的对教师职业的价值、情感、能力、等方面总体的看法。是指个人对所从事的职业从内心里认为它有价值、有意义,并能够从中寻找到乐趣,同时也是教师自我成长的内动力。它既是指一种过程,又是指一种状态,决定着教师的教学态度和教学行为。本文以中学新入职政治教师这一群体为研究对象,从心灵层面研究中学新入职政治教师的职业认同主题,通过运用访谈等方法,揭示目前中学新入职政治教师职业认同的现实情况,借鉴美国“教学勇气”项目的研究成果,用于分析中学新入职政治教师职业认同中的问题,在此基础上,提出应从社会、学校、教师自身三方面出发形成合力,提升中学新入职政治教师的职业认同水平的建议,希冀对我国青年政治教师职业认同的研究和实践提供参考。本文意在对中学政治教师入职阶段职业认同调查的基础上,讨论如下问题：第一、揭示目前中学新入职政治教师职业认同的现实情况,即中学新入职政治教师的职业认同处于中度认同的水平,且拥有不同个人背景的教师,其职业认同也存在一定的差异。第二、分析影响中学新入职政治教师职业认同因素,其中包括社会对中学新入职政治教师职业的定位较低、学校对中学新入职政治教师的职业指导有待完善、部分中学新入职政治教师自身缺乏科学合理性的职业认同感。第三、在揭示问题和分析问题原因的基础上,提出从社会、学校、教师自身三方面形成合力,提升中学新入职政治教师的职业认同水平的对策。
[Abstract]:The new entry stage is the beginning of the middle school political teachers' career, which is directly related to the professional development of the new middle school political teachers. At this stage, however, it is often the stage in which the newly enrolled political teachers in secondary schools are troubled, frustrated and most affected by the so-called "reality shock". It directly affects and even hinders new teachers' professional identity and professional growth. From the point of view of educational sociology, the teacher's career begins with the teacher playing his own professional role. Whether the new teacher's professional identity is successful or not is related to the teacher's emotion, cognition and devotion to the teacher's profession in the future. If the new teachers have a strong sense of professional identity, the new teachers will not only have successful psychological experience, lay a good foundation for teaching in the future, but also enhance the new teachers' respect for the profession and rational understanding. It can be said that the professional identity of new teachers is the most intense in the whole career of teachers, and it is also the core of their successful participation in educational practice. Therefore, it is necessary to study the professional identity of new teachers. Middle school teachers' professional identity refers to the teachers' overall concept of being a teacher, that is, the teachers' overall views on the value, emotion, ability, and so on of the teacher's profession formed in the interaction between the individual and the society. It refers to a person who believes from the heart that a profession is valuable, meaningful, and able to find pleasure in it, and is also an internal motivation for teachers' self-development. It refers to both a process and a state, which determines the teacher's teaching attitude and behavior. This paper takes the group of new political teachers in middle school as the research object, studies the theme of professional identity of the new political teachers in middle schools from the spiritual level, and through the use of interviews and other methods, This paper reveals the current situation of the new political teachers' professional identity in middle schools, draws lessons from the research results of the American "Teaching Courage" project, and analyzes the problems in the new middle school political teachers' professional identity. On the basis of this, the author puts forward that the society should start from the society. In order to provide reference for the study and practice of young political teachers' professional identity in our country, schools and teachers themselves form a joint effort to promote the level of professional identity of new political teachers in middle schools. The purpose of this paper is to discuss the following problems on the basis of the investigation of the professional identity of the political teachers in middle school at the entry stage: first, to reveal the actual situation of the professional identity of the new political teachers in the middle school at present. That is, the professional identity of the new political teachers in middle school is at the level of moderate identity, and the teachers with different personal backgrounds also have some differences in their professional identity. Secondly, it analyzes the factors that influence the professional identity of the new political teachers in middle schools, including the low orientation of the society to the new political teachers in middle schools, and the need to improve the vocational guidance of the new political teachers in the middle schools. Some new political teachers in middle schools lack scientific and rational professional identity. Thirdly, on the basis of revealing the problems and analyzing the causes of the problems, this paper puts forward some countermeasures to improve the level of professional identity of the new political teachers in middle schools from the three aspects of society, schools and teachers themselves.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.2

【相似文献】