中小学教师抗挫折能力问卷编制及实用研究

发布时间：2019-05-19 23:42

【摘要】：提高中小学教师抗挫折能力是学生和教师发展、和谐校园建设的必然要求。中小学教师抗挫折能力是指中小学教师能认知、评估、适应、应对教学过程或生活工作中遇到的挫折并将其转化利用,保持个人心态良好、教学活动正常进行的能力。本研究以中小学教师抗挫折能力概念界定为逻辑起点,采用文献分析、深度访谈、开放性问卷调查等方法,对中小学教师抗挫折能力五维度进行分析、阐述,编制了中小学教师抗挫折能力问卷,旨在提供符合测量学要求的实用性测量工具。文章包括五个部分。第一部分绪论,包括选题依据及研究意义、概念界定、文献综述和研究方法;第二部分中小学教师抗挫折能力初始问卷编制,包括结构探索、问卷初测、结果分析及初始问卷修正;第三部分中小学教师抗挫折能力正式问卷构成,包括研究过程、问卷信度检验、问卷效度检验;第四部分中小学教师抗挫折能力问卷应用,包括研究目的,研究对象、研究工具、中小学教师抗挫折能力现状、结果分析及建议;第五部分是结论与展望。中小学教师的抗挫折能力包括五个维度,问题解决、自我认同、挫折应对、交往合作、寻求支持。中小学教师抗挫折能力问卷具有良好的信度和效度,均达到了心理测量学的要求,可以成为评价中小学教师抗挫折能力的有效工具。运用自编的问卷初步分析了我国中小学教师抗挫折能力的现状,中小学教师抗挫折能力总体处于中上等水平,强弱在性别、学校类型、是否任职班主任、职称上存在显著的差异。针对中小学教师抗挫折能力现状提出建议,学校针对中小学教师制定提高其抗挫折能力的培养方案,包括抗挫折能力知识讲座、教师经验交流、团体辅导等。从客观环境和教师主观因素两方面提高抗挫折能力。
[Abstract]:Improving the ability of primary and secondary school teachers to resist setbacks is an inevitable requirement for the development of students and teachers and the construction of harmonious campus. The ability of primary and secondary school teachers to resist setbacks refers to the ability of primary and secondary school teachers to recognize, evaluate, adapt, cope with and make use of setbacks encountered in the teaching process or in life and work, to maintain a good personal state of mind and to carry out teaching activities normally. This study takes the concept of anti-frustration ability of primary and secondary school teachers as the logical starting point, and analyzes and expounds the five dimensions of anti-frustration ability of primary and secondary school teachers by means of literature analysis, in-depth interview, open questionnaire survey and so on. A questionnaire on frustration resistance of primary and secondary school teachers was developed in order to provide practical measurement tools to meet the requirements of surveying. The article consists of five parts. The first part is the introduction, including the basis and significance of the topic, the definition of the concept, literature review and research methods. The second part is the preparation of the initial questionnaire on the ability of primary and secondary school teachers to resist frustration, including structural exploration, preliminary questionnaire test, analysis of results and revision of the initial questionnaire. The third part is the formal questionnaire composition of primary and secondary school teachers' ability to resist frustration, including the research process, questionnaire reliability test, questionnaire validity test; The fourth part is the application of primary and secondary school teachers' anti-frustration ability questionnaire, including research purpose, research object, research tools, primary and secondary school teachers' anti-frustration ability status, results analysis and suggestions; the fifth part is the conclusion and prospect. The anti-frustration ability of primary and secondary school teachers includes five dimensions, problem solving, self-identity, frustration coping, communication and cooperation, and seeking support. The questionnaire of anti-frustration ability of primary and secondary school teachers has good reliability and validity, which meets the requirements of psychometrics and can be used as an effective tool to evaluate the anti-frustration ability of primary and secondary school teachers. This paper makes a preliminary analysis of the present situation of the anti-frustration ability of primary and secondary school teachers in China by using the self-designed questionnaire. The anti-frustration ability of primary and secondary school teachers is generally in the upper and middle levels, strong or weak in gender, school type, whether or not to serve as a class teacher. There are significant differences in professional titles. In view of the present situation of anti-frustration ability of primary and secondary school teachers, the school formulates the training scheme to improve their anti-frustration ability, including the knowledge lecture of anti-frustration ability, the exchange of teachers' experience, group guidance and so on. Improve the ability to resist setbacks from two aspects: objective environment and teachers' subjective factors.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G635.1

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