基础教育课程改革背景下新手中学语文教师角色认同的研究

发布时间：2018-03-12 14:49

本文选题：入职阶段　切入点：新课程语文教师角色　出处：《南京师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：入职阶段是中学语文教师角色认同的重要阶段,新手中学语文教师的角色认同问题影响其专业发展。基础教育课程改革对中学语文教师做出新的角色要求,在该背景下,对新手中学语文教师角色认同现状进行调查研究,能够发现新手中学语文教师在角色成长过程中存在的问题,为其角色成长提供帮助和指导,对新手中学语文教师的专业发展具有重要意义。本文包括三个主要部分:首先,本文从理论角度讨论了基础教育课程改革背景下教师角色的变化,经过调查,确定了新课程语文教师角色的内涵和构成,为进一步的研究做好了准备。并从教师专业发展角度,论述了教师角色认同的内涵、不同发展阶段和影响因素以及新手中学语文教师角色认同的特点,为之后的实证研究奠定了基础。其次,本研究采用问卷和访谈两种调查方式,根据教师角色认同的理论自制“新课程语文教师角色认同问卷”,选取了 105名入职阶段的中学语文教师,对其角色认同现状进行了问卷调查;并选取4位有代表性的调查对象进行了访谈,深入了解影响新手中学语文教师角色认同水平的主要因素。结果表明:(1)新手中学语文教师在角色观念认同、角色实践认同以及角色行为信念认同三个阶段认同水平呈下降趋势,其职前和入职后的角色学习经历及应试教育是导致这一趋势的原因;(2)城市新手中学语文教师的角色认同水平高于农村新手中学语文教师,城乡课程改革发展差异、教学设备与生源等方面的差异是导致城乡新手中学语文教师角色认同水平差异的原因;(3)新手中学语文教师在不同新课程语文教师角色要素的认同水平上存在差异,教师个人能力因素和学校文化环境因素是导致不同教师角色要素认同差异的原因。最后,针对新手中学语文教师角色认同存在的问题及原因,本文提出了促进新手中学语文教师角色认同发展的几点建议:第一,在角色学习过程中,要培养新手中学语文教师角色扮演能力。因此,职前学习过程中,课程设置要优化课程结构,增加实践性课程的比重,注重对师范生教师职业角色认同感的培育;在入职教育过程中,要完善指导教师制度和教师培训制度;第二,农村语文新课程改革要借鉴城市新课改的成功经验,贴合农村学生的学情,寻找具有自身特色的新课程改革路线;第三,在学校文化建设方面,要建设有利于新手中学语文教师角色认同发展的学校环境。
[Abstract]:The entry stage is an important stage of middle school Chinese teachers' role identity. The problem of novice middle school Chinese teachers' role identity affects their professional development. The basic education curriculum reform makes new role requirements for middle school Chinese teachers. By investigating the status quo of Chinese teachers' role identity in novice middle schools, we can find out the problems existing in the role growth of novice middle school Chinese teachers, and provide help and guidance for their role growth. This paper includes three main parts: first, this paper discusses the change of teachers' role under the background of the basic education curriculum reform from the theoretical angle, after investigation, This paper determines the connotation and composition of the role of Chinese teachers in the new curriculum, prepares for further research, and discusses the connotation of teachers' role identity from the perspective of teachers' professional development. Different development stages and influencing factors, as well as the characteristics of Chinese teachers' role identity in novice middle schools, lay the foundation for the later empirical research. Secondly, this study adopts questionnaire and interview methods. According to the theory of teacher's role identity, 105 Chinese teachers in middle school were selected, and the status quo of their role identity was investigated. Four representative Chinese teachers were interviewed to find out the main factors that affect the level of Chinese teachers' role identity in novice middle schools. The results show that: 1) novice middle school Chinese teachers identify with their roles. The level of identity in the three stages of role practice identity and role behavior belief identity shows a downward trend. The role learning experience and exam-oriented education are the reasons for this trend. 2) the role identity level of Chinese teachers in urban novice middle school is higher than that in rural novice middle school, and the development of curriculum reform in urban and rural areas is different. The difference of teaching equipment and student source is the reason of the difference in the level of Chinese teacher's role identity between urban and rural novice middle school. (3) there are differences in the level of identity of new middle school Chinese teachers in different new curriculum Chinese teachers' role elements. The factors of teachers' personal ability and school culture environment are the causes of different teachers' role identity. Finally, aiming at the problems and reasons of the novice middle school Chinese teachers' role identity, This paper puts forward several suggestions to promote the development of role-identity of Chinese teachers in novice middle schools. First, in the process of role-learning, it is necessary to train role-playing ability of Chinese teachers in novice middle schools. The curriculum should optimize the curriculum structure, increase the proportion of practical courses, pay attention to the cultivation of teachers' professional role identity; in the process of induction education, we should improve the guiding teacher system and teacher training system; second, The new curriculum reform of rural Chinese should draw lessons from the successful experience of the new curriculum reform in the city, fit the learning situation of the rural students, and seek the new curriculum reform route with its own characteristics. Third, in the aspect of school culture construction, It is necessary to build a school environment conducive to the development of role-identity of Chinese teachers in novice middle schools.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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