本文選題：山西省 + 特崗教師��； 參考：《四川師范大學(xué)》2017年碩士論文

【摘要】：鄉(xiāng)村地區(qū)的辦學(xué)條件相對(duì)艱苦,這在一定程度上造成新任特崗教師隊(duì)伍的不穩(wěn)定,從而影響著鄉(xiāng)村教育質(zhì)量。新任特崗教師的職業(yè)適應(yīng)性水平的高低,對(duì)鄉(xiāng)村地區(qū)的基礎(chǔ)教育質(zhì)量有著重要的影響。本文從職業(yè)認(rèn)知、職業(yè)能力、人際交往以及職業(yè)環(huán)境適應(yīng)四個(gè)方面對(duì)山西省新任特崗教師的適應(yīng)性進(jìn)行了調(diào)查,并在此基礎(chǔ)上加以深度訪談和研究,分析探討了新任特崗教師職業(yè)適應(yīng)性的現(xiàn)狀、影響因素,并提出相應(yīng)的對(duì)策。本文主要包括七部分內(nèi)容。第一部分主要介紹了新任特崗教師職業(yè)適應(yīng)性的選題緣由、研究意義、相關(guān)概念的界定以及國(guó)內(nèi)外研究現(xiàn)狀。第二部分對(duì)新任特崗教師職業(yè)適應(yīng)性的研究目的、研究方法、研究對(duì)象、研究工具以及研究程序進(jìn)行了說明。第三部分是新任特崗教師職業(yè)適應(yīng)性現(xiàn)狀調(diào)查結(jié)果及其分析,主要從年齡、性別、職稱、學(xué)歷、任教階段、任教學(xué)校類型以及任教學(xué)校所在地等方面對(duì)新任特崗教師職業(yè)適應(yīng)性的差異進(jìn)行了比較。第四部分從職業(yè)認(rèn)知適應(yīng)、職業(yè)能力適應(yīng)、人際交往以及職業(yè)環(huán)境適應(yīng)四個(gè)方面分析了新任特崗教師職業(yè)適應(yīng)性存在的問題。第五部分是對(duì)影響新任特崗教師職業(yè)適應(yīng)性的因素進(jìn)行分析,結(jié)合調(diào)查和訪談結(jié)果認(rèn)為新任特崗教師的職業(yè)認(rèn)同感及從教愿望、職業(yè)能力與學(xué)歷以及教齡、所任校的環(huán)境、高等院校的培養(yǎng)模式與國(guó)家政策等因素對(duì)新任特崗教師職業(yè)適應(yīng)性有較大的影響。第六部分結(jié)合前幾部分的分析和研究結(jié)果提出促進(jìn)新任特崗教師職業(yè)適應(yīng)性的相應(yīng)對(duì)策,包括:教育部門要完善特崗教師招聘工作以及“特崗教師計(jì)劃”政策;高等院校要優(yōu)化教師教育的課程結(jié)構(gòu)、加強(qiáng)大學(xué)與中小學(xué)的合作;設(shè)崗學(xué)校要合理安排新任特崗教師的工作任務(wù)、營(yíng)造和諧的校園文化、改善新任特崗教師的生活條件;新任特崗教師自身要提高職業(yè)認(rèn)同感與職業(yè)心理素質(zhì)。第七部分為結(jié)論與展望,對(duì)本研究的主要結(jié)論進(jìn)行了總結(jié),并說明本研究的不足和需要進(jìn)一步深入研究與改進(jìn)的設(shè)想。
[Abstract]:The conditions of running schools in rural areas are relatively difficult, which to some extent results in the instability of the new contingent of teachers, thus affecting the quality of rural education. The level of professional adaptability of new teachers has an important impact on the quality of basic education in rural areas. This paper investigates the adaptability of new teachers in Shanxi Province from four aspects: professional cognition, professional ability, interpersonal communication and professional environment adaptation, and makes in-depth interviews and studies on this basis. This paper analyzes and discusses the present situation and influencing factors of the professional adaptability of the new teachers with special posts, and puts forward corresponding countermeasures. This paper mainly includes seven parts. The first part mainly introduces the reason of choosing the topic, the significance of the research, the definition of related concepts and the current research situation at home and abroad. In the second part, the purpose, research method, research object, research tools and research procedure of the new teachers' professional adaptability are explained. The third part is the survey results and analysis of the status quo of professional adaptability of new teachers, mainly from age, sex, professional title, education, teaching stage, The differences of new teachers'professional adaptability are compared in terms of the type of teaching school and the location of the teaching school. The fourth part analyzes the problems existing in the new teachers' professional adaptability from four aspects: vocational cognitive adaptation, vocational competence adaptation, interpersonal communication and occupational environment adaptation. The fifth part is the analysis of the factors that affect the professional adaptability of the new teachers, combined with the investigation and interview results, it is concluded that the new teachers' professional identity and teaching desire, professional ability and academic qualifications, teaching age, the environment of the school. The training mode and national policy of colleges and universities have great influence on the professional adaptability of new teachers. The sixth part combines the analysis and research results of the previous parts to put forward the corresponding countermeasures to promote the professional adaptability of the new special post teachers, including: the education department should perfect the special post teacher recruitment work and the "special post teacher plan" policy; Colleges and universities should optimize the curriculum structure of teachers' education, strengthen the cooperation between universities and primary and middle schools, arrange the work tasks of new special post teachers reasonably, create a harmonious campus culture, and improve the living conditions of new special post teachers. The new teachers should improve their professional identity and professional psychological quality. The seventh part is the conclusion and prospect, summarizes the main conclusions of this study, and explains the deficiency of this study and the assumption of further research and improvement.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G525.1

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