中学班主任心理学素养现状的调查研究
发布时间：2018-08-24 08:21
【摘要】：随着素质教育的大力推行,对教师特别是班主任教师提出了更高的要求。研究表明胜任力水平较高的班主任都具有较高的心理学素养水平。为了能深入了解中学班主任心理学素养的状况,为学校和教育行政部门提供参考性的建议,笔者在文献资料的整理与分析的基础上,并结合专家意见,最终编制了《中学班主任心理学素养现状调查问卷》进行调查研究。本研究以方便抽样法在承德市10所中学对234名班主任进行问卷调查,并通过自编的访谈提纲对5位班主任和1位校长进行了访谈。 研究结果表明：中学班主任心理学素养整体上处于中等水平,但有待进一步提高。在具体的人口学变量差异上,男女性班主任的心理学素养水平不存在显著差异；担任年限较长的班主任心理学素养水平略高于担任年限较短的班主任；高中班主任的心理学素养显著高于初中班主任；重点学校的班主任心理学素养水平显著高于普通学校的班主任；文理科班主任的心理学素养不存在显著差异；非师范专业毕业的班主任心理学素养水平略高于师范专业毕业的班主任：教龄在5年以下的班主任心理学素养水平最高,教龄在15年以上的班主任次之.教龄在6-15年的班主任最低；学历为硕士及以上的班主任心理学素养水平最高,本科其次,专科及以下最低；高级教师的心理学素养水平最高。对此,笔者从加强班主任学习心理学的意识、完善班主任进修培训制度、建立健全班主任选拔和评价制度三方面对提升班主任心理学素养提出了对策和建议。
[Abstract]:With the vigorous implementation of quality education, teachers, especially teachers in charge of the class, put forward higher requirements. The research shows that the class teachers with higher competence level have higher psychological literacy level. In order to understand the psychological literacy of the middle school head teacher in depth, and to provide reference suggestions for the school and the educational administration department, the author based on the analysis of the literature, and combined with the expert opinion, Finally, the questionnaire was compiled to investigate the psychological literacy of middle school class teachers. This study conducted a questionnaire survey on 234 class teachers in 10 middle schools in Chengde City by a convenient sampling method, and interviewed 5 class teachers and 1 principal through a self-compiled interview outline. The results show that the psychological literacy of middle school head teacher is at the middle level, but it needs to be further improved. There is no significant difference in psychological literacy between male and female head teachers in terms of specific demographic variables, and the psychological literacy level of class teachers with longer tenure is slightly higher than that of class teachers with shorter working years. The psychological literacy of the high school head teacher is significantly higher than that of the junior middle school teacher; the psychological literacy level of the key school class teacher is significantly higher than that of the class teacher of the ordinary school; The psychological literacy level of the class teacher graduated from non-normal college is slightly higher than that of the teacher majoring in normal school: the head teacher with less than 5 years of teaching experience has the highest level of psychological literacy, and the class teacher with more than 15 years of teaching experience takes the second place. The class teacher with teaching age of 6-15 years was the lowest; the head teacher with master's degree or above had the highest level of psychological literacy, followed by the undergraduate course, the junior college and below; the psychological literacy level of the senior teachers was the highest. In view of this, the author puts forward the countermeasures and suggestions to improve the psychological literacy of the head teacher from three aspects: strengthening the consciousness of the head teacher to study psychology, perfecting the training system of the class teacher, and establishing and perfecting the system of selecting and evaluating the teacher in charge of the class.
【学位授予单位】：南昌大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G635.1;G443
本文编号：2200196
[Abstract]:With the vigorous implementation of quality education, teachers, especially teachers in charge of the class, put forward higher requirements. The research shows that the class teachers with higher competence level have higher psychological literacy level. In order to understand the psychological literacy of the middle school head teacher in depth, and to provide reference suggestions for the school and the educational administration department, the author based on the analysis of the literature, and combined with the expert opinion, Finally, the questionnaire was compiled to investigate the psychological literacy of middle school class teachers. This study conducted a questionnaire survey on 234 class teachers in 10 middle schools in Chengde City by a convenient sampling method, and interviewed 5 class teachers and 1 principal through a self-compiled interview outline. The results show that the psychological literacy of middle school head teacher is at the middle level, but it needs to be further improved. There is no significant difference in psychological literacy between male and female head teachers in terms of specific demographic variables, and the psychological literacy level of class teachers with longer tenure is slightly higher than that of class teachers with shorter working years. The psychological literacy of the high school head teacher is significantly higher than that of the junior middle school teacher; the psychological literacy level of the key school class teacher is significantly higher than that of the class teacher of the ordinary school; The psychological literacy level of the class teacher graduated from non-normal college is slightly higher than that of the teacher majoring in normal school: the head teacher with less than 5 years of teaching experience has the highest level of psychological literacy, and the class teacher with more than 15 years of teaching experience takes the second place. The class teacher with teaching age of 6-15 years was the lowest; the head teacher with master's degree or above had the highest level of psychological literacy, followed by the undergraduate course, the junior college and below; the psychological literacy level of the senior teachers was the highest. In view of this, the author puts forward the countermeasures and suggestions to improve the psychological literacy of the head teacher from three aspects: strengthening the consciousness of the head teacher to study psychology, perfecting the training system of the class teacher, and establishing and perfecting the system of selecting and evaluating the teacher in charge of the class.
【学位授予单位】：南昌大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G635.1;G443
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