【摘要】：教師的道德觀、人生觀、價(jià)值觀和行為舉止等都會(huì)在課堂教學(xué)中深深地影響到學(xué)生的社會(huì)化形象的建構(gòu)和身心的健康成長(zhǎng)。開(kāi)展教師印象管理的研究,對(duì)于豐富我國(guó)在印象管理方面的理論研究、提高教師的教學(xué)水平和促進(jìn)教育事業(yè)的發(fā)展都是十分有意義的。但從現(xiàn)有研究文獻(xiàn)看,國(guó)內(nèi)有關(guān)教師的印象管理研究只局限于理論探討,且缺乏相應(yīng)的研究工具,因此,本研究以我國(guó)的文化教育為背景,編制了中小學(xué)印象管理策略問(wèn)卷,對(duì)當(dāng)前中小學(xué)教師這一群體的課堂印象管理策略的使用現(xiàn)狀進(jìn)行調(diào)查并探討了中小學(xué)教師課堂印象管理策略與部分影響因素的關(guān)系。 本研究包括兩個(gè)部分：一是研究工具的編制及修訂,即在文獻(xiàn)綜述、訪談、問(wèn)卷調(diào)查及專(zhuān)家評(píng)價(jià)的基礎(chǔ)上,初步確定了中小學(xué)教師課堂印象管理策略的一般模型,形成了中小學(xué)教師課堂印象管理策略預(yù)測(cè)問(wèn)卷。然后利用所編寫(xiě)的預(yù)測(cè)問(wèn)卷和現(xiàn)有的自尊、自我監(jiān)控及內(nèi)在外在心理控制源問(wèn)卷進(jìn)行預(yù)測(cè),通過(guò)對(duì)預(yù)測(cè)問(wèn)卷進(jìn)行項(xiàng)目分析、內(nèi)部一致性分析和探索性因素分析,最終形成了正式問(wèn)卷。是中小學(xué)教師課堂印象管理策略及其影響因素的研究,通過(guò)對(duì)正式問(wèn)卷所得數(shù)據(jù)進(jìn)行驗(yàn)證性因素分析、信效度分析、相關(guān)分析、方差分析和t檢驗(yàn),探討了自尊、自我監(jiān)控和控制點(diǎn)對(duì)中小學(xué)教師課堂印象管理策略的預(yù)測(cè)作用,并分析了人口學(xué)變量對(duì)中小學(xué)教師課堂印象管理策略的影響。 本研究主要得出以下結(jié)論： (1)本研究自編的中小學(xué)教師課堂印象管理策略問(wèn)卷具有良好的信效度,并驗(yàn)證了本研究提出的中小學(xué)教師課堂印象管理策略模型。問(wèn)卷共包括6個(gè)維度24個(gè)項(xiàng)目,其中威懾有5個(gè)項(xiàng)目,示好、自我提升、自樹(shù)榜樣和事先聲明均有4個(gè)項(xiàng)目,懇求有3個(gè)項(xiàng)目。 (2)中小學(xué)教師課堂印象管理策略在年齡、學(xué)歷、學(xué)校類(lèi)別和教齡上存在差異,但在性別上差異不顯著。 (3)中小學(xué)教師的自尊和自我監(jiān)控對(duì)其課堂印象管理策略有正向預(yù)測(cè)作用。而控制點(diǎn)對(duì)中小學(xué)教師課堂印象管理策略有負(fù)向預(yù)測(cè)作用,同時(shí)自尊、自我監(jiān)控和控制點(diǎn)都會(huì)影響到教師對(duì)具體課堂印象管理策略的使用。
[Abstract]:Teachers' moral outlook, outlook on life, values and behavior will deeply affect the construction of students' socialized image and the healthy growth of body and mind in classroom teaching. It is of great significance to carry out the research on teacher impression management to enrich the theoretical research on impression management, to improve teachers' teaching level and to promote the development of education. However, from the existing research literature, the domestic research on teachers' impression management is limited to theoretical research, and lack of corresponding research tools. Therefore, this study based on the cultural education in China, compiled the impression management strategy questionnaire for primary and secondary schools. The present situation of classroom impression management strategies of primary and secondary school teachers is investigated and the relationship between classroom impression management strategies and some influential factors is discussed. This research includes two parts: the first is the compilation and revision of the research tools, that is, on the basis of literature review, interviews, questionnaires and expert evaluation, the general model of classroom impression management strategy for primary and secondary school teachers is preliminarily determined. A questionnaire for predicting classroom impression management strategies of primary and secondary school teachers was formed. Then using the prediction questionnaire and the existing self-esteem, self-monitoring and internal and external locus of control questionnaire to predict, through the prediction questionnaire project analysis, internal consistency analysis and exploratory factor analysis. Finally, a formal questionnaire was formed. It is a study of classroom impression management strategy and its influencing factors of primary and middle school teachers. By means of confirmatory factor analysis, reliability and validity analysis, correlation analysis, variance analysis and t test, self-esteem is discussed. The effect of self-monitoring and control points on the classroom impression management strategies of primary and secondary school teachers is analyzed, and the influence of demographic variables on classroom impression management strategies of primary and secondary school teachers is analyzed. The main conclusions of this study are as follows: (1) the questionnaire of classroom impression management strategy of primary and secondary school teachers has good reliability and validity, and it verifies the model of classroom impression management strategy of primary and middle school teachers. The questionnaire includes 24 items of 6 dimensions, including 5 items of deterrence, 4 items of self-improvement, 4 items of self-model and advance statement, and 3 items of solicitation. (2) the classroom impression management strategies of primary and middle school teachers are different in age, educational background, school type and teaching life, but there is no significant difference in gender. (3) the teachers' self-esteem and self-monitoring have positive predictive effect on their classroom impression management strategies. Control points have a negative predictive effect on classroom impression management strategies of primary and secondary school teachers. Meanwhile, self-esteem, self-monitoring and control points will affect teachers' use of classroom impression management strategies.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類(lèi)號(hào)】：G441

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