中等职业学校班主任情绪胜任素质研究

发布时间：2018-03-05 19:22

本文选题：中等职业学校　切入点：班主任　出处：《江苏师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：班主任的专业素养对教育质量的提升、学生身心的发展有着很大的影响,尤其是在生源结构较为复杂的中等职业学校中,学生的身心发展相对于普通学生,有其特殊性,需要高素质的师资队伍对学生进行引导。因而,提升班主任专业素质则成为各界共同关注的问题,但目前的研究偏向于班主任的专业技能培养,对提升班主任的情感素养、情绪胜任素质有所忽视。班主任的情绪胜任素质是指班主任应具备的、与达成教育目的和高管理绩效有关的,潜在的、个人情绪方面的素质,包括知识、技能、动机、特质及自我概念等内在特征总和,它是班主任专业素质中的关键要素,应对其深入探讨。在厘清相关概念后,利用问卷和访谈对两所中等职业学校班主任的情绪胜任素质状况进行了实证调查,研究发现班主任的情绪胜任素质在性格、教龄、学历这些变量上有着显著差异。尽管中等职业学校班主任对自身情绪胜任素质水平的总体评价较高,但研究发现其情绪胜任素质在一些方面还较为薄弱:缺乏关于情绪的专业性知识;调控情绪能力有所欠缺;职业动机水平有待提高;对情绪表现的反思力度不足;缺乏自信,无力感较强。深究问题产生的原因发现,班主任情绪胜任素质既与班主任的个人特质等内在因素有关,也受到政策引导、教育培养机制等外部因素影响。中等职业学校班主任情绪胜任素质的提升可从政策、学校、个人等方面考虑:加强政策引领与激励;深化职前和职后培养;提升班主任自身情绪胜任素质的支持系统。其中,提升班主任自身情绪胜任素质的支持系统是情绪胜任素质提高的关键,具体而言,有以下几点:丰富多领域知识,提高情绪理论素养;多渠道学习经验,掌握情绪的调控策略;主动调适情绪,培养积极情绪;清晰角色意识,掌握领导艺术;树立正确认知,加强职业认同感。
[Abstract]:The professional accomplishment of the head teacher has a great influence on the improvement of education quality and the development of students' body and mind, especially in the secondary vocational schools, where the structure of students is more complicated, and the students' physical and mental development has its particularity compared with the ordinary students. Therefore, the improvement of the professional quality of the head teacher has become a common concern, but the current research tends to cultivate the professional skills of the teacher in charge of the class, and promote the emotional literacy of the teacher in charge of the class. Emotional competence has been neglected. The emotional competence of a class teacher refers to what the head teacher should possess, which is related to the achievement of educational goals and high management performance, potentially, personal emotional quality, including knowledge, skills, motivation, etc. It is the key element in the professional quality of the teacher in charge of class, which should be discussed deeply. By using questionnaires and interviews, this paper makes an empirical investigation on the emotional competence of class teachers in two secondary vocational schools, and finds out that the emotional competence of class teachers is in character, teaching experience, etc. There were significant differences in these variables, although the overall evaluation of the emotional competence of the secondary vocational school class teacher was higher than that of the secondary vocational school teacher. However, the study found that their emotional competence is weak in some aspects: lack of professional knowledge on emotion; lack of ability to regulate emotion; level of professional motivation to be improved; lack of reflection on emotional performance; lack of self-confidence. Deep study of the causes of the problem shows that the emotional competence of the head teacher is not only related to the personal characteristics of the teacher in charge of the class, but also guided by the policy. The improvement of the emotional competence of the head teacher of secondary vocational school can be considered from the aspects of policy, school, individual and so on: strengthening the policy leading and encouraging, deepening the training before and after the job; Among them, the support system for improving the emotional competence of the head teacher is the key to the improvement of emotional competence. In particular, there are the following points: enriching multi-domain knowledge, Improve emotional theoretical literacy; learn from multiple channels to master emotional control strategies; actively adjust emotions, cultivate positive emotions; clear role awareness, master the art of leadership; establish a correct understanding, strengthen professional identity.
【学位授予单位】：江苏师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G715.1

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