桂林高中英语教师职业认同感调查研究

发布时间：2018-03-26 04:04

本文选题：高中　切入点：英语教师　出处：《广西师范大学》2017年硕士论文

【摘要】：教师的职业认同对教师教育和教师专业发展都有重大的影响,教师职业认同感的提高能够促进教师自身专业发展、促进学生的学习、以及提高教师对国家教育改革和与时俱进的应变能力。目前,国内外研究对教师职业认同概念没有统一的界定、理论研究多、实证研究少、对高中英语教师职业认同的研究有待深入。本文以调查问卷为主,半开放式访谈为辅的调查法,随机抽取桂林地区五所普通示范性高中(桂林市中山中学、桂林市逸仙中学、阳朔县阳朔中学、平乐县平乐中学、荔浦县荔浦中学)的52名英语教师进行调查。问卷基于中国著名学者魏淑华和于慧慧的问卷(西南大学魏淑华博士论文的教师职业认同感问卷,湖南师范大学于慧慧硕士论文的中学青年教师职业认同感问卷),根据调查的具体要求有所修改,调查问卷得以形成。每所学校随机抽取两名教师,共十名教师进行访谈,作为问卷调查的补充。本研究试图回答三个问题:(1)桂林普通高中英语教师职业认同感总体情况如何?(2)职业认同感的个人差异总体情况如何?具体体现在哪些方面?(3)导致高中英语教师职业认同感产生差异的主要原因是什么?调查结果发现:(1)桂林高中英语教师职业认同感相当高。(2)高中英语教师职业认同感存在个人差异,具体体现在性别、职称、教龄、月收入等方面。(3)导致高中英语教师职业认同差异主要是个人动机、工资待遇和社会认可度。基于调查结果,本文分别从内在和外在两方面提出几点科学的建议。涉及作为内因的教师,以及作为外因的教育行政部门及社会。就教师而言,首先要加强自身的教师动机,同时要保持终生学习理念,持续强化内在的职业认同感。对教育行政部门来说,首要的问题是如何提高教师工资待遇以及关心教师心理健康发展。从社会来看,提高公众对教师的认可和尊重显得尤其重要。本研究仍存在不足之处,调查对象样本有限,调查结果不足以应用于全国范围;问卷仅含四个维度,更多影响因素有待进一步研究。未来研究可着眼于个案研究和职前教师与在职某个阶段教师的对比研究。
[Abstract]:Teachers' professional identity has great influence on teachers' education and teachers' professional development. The improvement of teachers' professional identity can promote teachers' own professional development and promote students' learning. At present, there is no unified definition of the concept of teacher professional identity in domestic and foreign research, there is more theoretical research, but less empirical research. The research on the professional identity of English teachers in senior high school needs to be further studied. This paper, by means of questionnaire and semi-open interview, randomly selects five general model high schools (Zhongshan Middle School in Guilin, Yi-Xian Middle School in Guilin, Yi-Xian Middle School in Guilin). Yangshuo Yangshuo Middle School, Pingle County Pingle Middle School, The survey was conducted by 52 English teachers from Lipu Middle School in Lipu County. The questionnaire was based on the questionnaire of famous Chinese scholars Wei Shuhua and Yu Huihui. According to the specific requirements of the survey, the questionnaire on young middle school teachers' professional identity was revised by Yu Huihui of Hunan normal University. Two teachers were randomly selected from each school and a total of 10 teachers were interviewed. As a supplement to the questionnaire, this study attempts to answer three questions: 1) what is the general situation of English teachers' professional identity in senior high school in Guilin? 2) what is the overall situation of personal differences in professional identity? What are the specific aspects? 3) what are the main reasons for the difference in the professional identity of English teachers in senior high school? The result of the investigation shows that the professional identity of senior English teachers in Guilin is quite high. 2) there are individual differences in professional identity among senior English teachers, which are reflected in gender, professional title, teaching years, etc. The difference in professional identity of English teachers in senior high school is mainly caused by personal motivation, salary and social recognition. This paper puts forward several scientific suggestions from both internal and external aspects. It involves teachers as internal causes, as well as educational administrative departments and society as external causes. As far as teachers are concerned, the first step is to strengthen their teachers' motivation. At the same time, we should maintain the concept of lifelong learning and continue to strengthen the inherent professional identity. For the education administration, the first question is how to improve the salary of teachers and how to care for the mental health of teachers. From the social point of view, It is especially important to improve the public recognition and respect for teachers. There are still some shortcomings in this study, the sample of the survey is limited, the results are not enough to be applied to the whole country, and the questionnaire contains only four dimensions. Further research is needed. Future studies can focus on case studies and comparative studies between pre-service teachers and in-service teachers at a certain stage.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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