【摘要】：I教師職業(yè)認(rèn)同感是教師在從教過程中對(duì)于本職業(yè)的認(rèn)同度,表現(xiàn)在五個(gè)維度:教師職業(yè)情感認(rèn)同、教師職業(yè)能力認(rèn)同、教師職業(yè)持續(xù)認(rèn)同、教師職業(yè)價(jià)值認(rèn)同、教師職業(yè)投入認(rèn)同等。隨著教育制度的不斷改革,人們不僅關(guān)注學(xué)生,更將目光投向教師。近幾年,對(duì)于教師職業(yè)認(rèn)同的研究越來越完善:研究內(nèi)容的豐富,研究方法的增多,研究范圍的擴(kuò)大。通過不同的研究內(nèi)容、不同的研究視角、不同的研究階段來反映我國教師職業(yè)的認(rèn)同感情況。但是,在國家積極進(jìn)行體育教學(xué)改革的背景下,作為基礎(chǔ)教育的開端、對(duì)學(xué)生起到重要啟蒙作用的小學(xué)體育教師并沒有因?yàn)槠渚哂械闹匾饔枚玫较鄳?yīng)的重視,現(xiàn)在一提“小學(xué)體育教師”,大部分人的第一反應(yīng)仍然是帶著孩子玩,是一名“孩子王”。目前對(duì)小學(xué)體育教師的研究較少,相應(yīng)的職業(yè)認(rèn)同感研究也缺乏理論指導(dǎo)。本研究共分為四個(gè)部分:第一部分對(duì)教師職業(yè)生涯不同階段的劃分,教師的職業(yè)認(rèn)同內(nèi)容以及對(duì)影響教師職業(yè)認(rèn)同的因素的分析與研究,并通過研究前人的觀點(diǎn)尋找自己的理論依據(jù);第二部分對(duì)小學(xué)體育教師的職業(yè)認(rèn)同感進(jìn)行調(diào)查問卷的設(shè)計(jì)與修改;第三部分對(duì)調(diào)查研究結(jié)果進(jìn)行整理分析;第四部分根據(jù)整理分析的內(nèi)容提出相應(yīng)的建議。通過查閱相關(guān)的文獻(xiàn)資料、結(jié)合自己的實(shí)踐經(jīng)驗(yàn)與教學(xué)實(shí)習(xí)期間對(duì)于其他體育教師的觀察和訪談,對(duì)小學(xué)體育教師進(jìn)行調(diào)查問卷并做部分訪談。分析濟(jì)南市小學(xué)體育教師的職業(yè)認(rèn)同情況,現(xiàn)有以下發(fā)現(xiàn):1、濟(jì)南市小學(xué)體育教師的職業(yè)認(rèn)同感具有中等偏上水平,不同維度的職業(yè)認(rèn)同具有較大差異。2、濟(jì)南市小學(xué)體育教師的學(xué)歷以大學(xué)本科為主,碩士學(xué)歷的體育教師有增加的趨勢,具有較高的學(xué)歷水平。3、濟(jì)南市小學(xué)體育教師職業(yè)生涯不同階段的職業(yè)認(rèn)同感具有差異:處于適應(yīng)期的體育教師具有較高的職業(yè)情感認(rèn)同,但是對(duì)于職業(yè)能力認(rèn)同偏低;處于成長期的體育教師對(duì)于職業(yè)情感認(rèn)同具有較高認(rèn)同,但是對(duì)于職業(yè)投入認(rèn)同處于偏低水平;處于職業(yè)生涯成熟階段的體育教師對(duì)于教師職業(yè)情感認(rèn)同也具有較高認(rèn)同,但是對(duì)于職業(yè)投入認(rèn)同具有較低認(rèn)同;對(duì)于職業(yè)生涯的后成熟階段的教師具有較高的職業(yè)能力認(rèn)同,但是對(duì)于教師職業(yè)的持續(xù)認(rèn)同不高。4、小學(xué)體育教師對(duì)于投入認(rèn)同維度的認(rèn)同感較低,教師普遍反映,教學(xué)工作壓力大、工資低等。通過調(diào)查研究,針對(duì)濟(jì)南市小學(xué)體育教師職業(yè)認(rèn)同現(xiàn)狀以及突出問題,提出相應(yīng)的建議及對(duì)策,通過各方面的共同努力,使小學(xué)體育教師能夠保持較高的持續(xù)認(rèn)同感,高質(zhì)高效的完成教學(xué)任務(wù)。
[Abstract]:I teachers' professional identity is the degree of identity of teachers in the course of teaching. It shows in five dimensions: Teachers' professional emotional identity, teachers' professional ability identification, teachers' professional identity, teachers' professional value identification, teachers' professional commitment, and so on. With the continuous reform of educational system, people not only pay attention to students, but also pay attention to the students. In recent years, the study of teachers' professional identity has become more and more perfect: the rich content of research, the increase of research methods, the expansion of the scope of the research. Through different research contents, different research perspectives and different research stages to reflect the sense of identity of teachers in our country. However, the country actively conducts physical education reform in the country. In the background of the revolution, as the beginning of the basic education, the primary school physical education teachers who played an important role in the students did not pay attention to the important role of the primary school sports teachers. Now, the first reaction of the primary school physical education teachers is that the first reaction of the majority of the people is to play with children, and is a "child king". There are four parts in this study: the first part is divided into different stages of teachers' career, the content of teachers' professional identity and the analysis and Research on the factors that affect the professional identity of teachers, and find their own theories by studying the viewpoints of the predecessors. The second part is about the design and modification of the questionnaire about the professional identity of primary school PE teachers; the third part collate and analyze the results of the investigation and research; the fourth part puts forward the corresponding suggestions according to the contents of the analysis and analysis. His physical education teacher's observation and interview, the primary school physical education teachers to carry out a questionnaire and do part of the interview. Analysis of the professional identity of primary school sports teachers in Ji'nan, the following findings: 1, the vocational identity of primary school physical education teachers in Ji'nan city is of moderate level, the different dimensions of professional identity are different.2, Ji'nan city is small The education teacher's educational background is mainly university undergraduate, the master degree physical education teacher has the increasing trend, has the higher educational level.3, the Ji'nan primary school physical education teacher's professional identity sense of different stages in different stages is different: the PE teachers in the adaptation period have higher professional emotional identity, but for the professional ability identification. On the low side, the PE teachers in the growing period have a higher identity for professional emotional identity, but the professional commitment is on the low level; the physical education teachers who are in the mature stage of career also have a higher identity for the professional emotional identity of the teachers, but they have a lower identity for the career investment identification, and the post career career. Teachers in the mature stage have high professional identity, but the continuing identification of teachers' profession is not high.4, the primary school physical education teachers have a low sense of identity, teachers generally reflect, the teaching work pressure is great, and the salary is low. Through the investigation, the status of the professional identity of the primary school physical education teachers in Ji'nan city and the process of the process are also indistinct. In order to make the primary school physical education teachers maintain a high sustainable sense of identity and accomplish the teaching task with high quality and high efficiency, the corresponding suggestions and countermeasures are put forward.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.8

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