本文關(guān)鍵詞： 中職教師 主觀幸福感 教學(xué)動(dòng)機(jī)　出處：《浙江師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：近幾年來(lái),由于社會(huì)對(duì)職業(yè)教育重視度的提升,職業(yè)教育的教學(xué)質(zhì)量和教學(xué)效果開(kāi)始受到廣泛的關(guān)注。為適應(yīng)社會(huì)對(duì)人才需求的變化,職業(yè)教育內(nèi)部也在不斷提高自身的教學(xué)質(zhì)量和教學(xué)水平,這就對(duì)職業(yè)院校的教師提出了新的要求和挑戰(zhàn)。面對(duì)這些新的要求和挑戰(zhàn),職業(yè)院校教師的壓力也在不斷增加,其心理健康狀況日益受到社會(huì)的關(guān)注。尤其是積極心理因素,它不僅能消解生活中的壓力,更能增進(jìn)個(gè)體的身心健康,提高個(gè)體工作、生活的積極性和主動(dòng)性,是個(gè)體心康的重要指標(biāo)之一。主觀幸福感作為積極心理的一個(gè)重要組成部分,直接反映了個(gè)體的心理健康狀態(tài),對(duì)教師的教學(xué)積極性、教學(xué)態(tài)度以及教學(xué)行為都有著重要影響,而這些都直接體現(xiàn)了教師教學(xué)動(dòng)機(jī)的大小。 為了解中職教師主觀幸福感與教學(xué)動(dòng)機(jī)的現(xiàn)狀及相關(guān)性,本研究特選取職業(yè)教育較為發(fā)達(dá)的浙江省作為區(qū)域研究對(duì)象,對(duì)省內(nèi)十所中職院校的178名中職教師進(jìn)行問(wèn)卷調(diào)查,并選取部分有代表性的教師進(jìn)行半結(jié)構(gòu)性訪談。研究結(jié)果表明： 1、中職教師主觀幸福感與教學(xué)動(dòng)機(jī)之間具有顯著線性相關(guān)； 2、主觀幸福感的各維度與教學(xué)動(dòng)機(jī)的各維度之間存在相關(guān)性； 3、主觀幸福感中的工作滿意度維度與教學(xué)動(dòng)機(jī)的外部動(dòng)機(jī)維度之間的相關(guān)最為顯著； 4、主觀幸福感與教學(xué)動(dòng)機(jī)的外部動(dòng)機(jī)和內(nèi)部動(dòng)機(jī)均有顯著相關(guān)； 5、教學(xué)動(dòng)機(jī)與主觀幸福感的生活滿意度維度相關(guān)最為顯著。 為提高中職教師的主觀幸福感與教學(xué)動(dòng)機(jī)水平,本文從教師個(gè)人、學(xué)校、社會(huì)三個(gè)層面上提出了一些相應(yīng)的對(duì)策與建議。 教師個(gè)人在努力提升自己的職業(yè)價(jià)值觀的同時(shí),保持良好的心態(tài),將主要精力用到提高自身的教學(xué)能力上來(lái),并處理好師生關(guān)系與同事關(guān)系,實(shí)現(xiàn)自身的自我實(shí)現(xiàn)。 學(xué)校層面,首先要建立符合中職教師自身的教師評(píng)價(jià)體系；同時(shí),鼓勵(lì)教師之間的相互交流,并在教師中樹(shù)立終身學(xué)習(xí)理念；學(xué)校還要合理優(yōu)化自身的管理制度與分配政策,提供進(jìn)修學(xué)習(xí)的機(jī)會(huì),滿足教師不斷提升自我的需求。 社會(huì)層面,主要是要提高中職教師的社會(huì)地位,改變民眾對(duì)中職教育的錯(cuò)誤認(rèn)識(shí)；同時(shí),社會(huì)要對(duì)中職教師的教學(xué)效果有一個(gè)合理的期望值；在保障中職教師的合法權(quán)益與合法地位的同時(shí),也要關(guān)注中職教師的身心健康狀況,給中職教師創(chuàng)建一個(gè)良好的外部環(huán)境。
[Abstract]:In recent years, due to the promotion of social attention to vocational education, the teaching quality and teaching effect of vocational education began to receive extensive attention, in order to adapt to the changes of social demand for talents. Vocational education is also constantly improving its own teaching quality and teaching level, which has put forward new requirements and challenges to teachers in vocational colleges and universities, facing these new requirements and challenges. The pressure of teachers in vocational colleges is also increasing, and their mental health has been paid more and more attention by the society, especially the positive psychological factors, which can not only eliminate the stress in life, but also improve the physical and mental health of individuals. Improving the enthusiasm and initiative of individual work and life is one of the important indicators of individual well-being. As an important part of positive psychology, subjective well-being directly reflects the state of individual mental health. It has an important influence on teachers' teaching enthusiasm, attitude and behavior, which directly reflects the size of teachers' teaching motivation. In order to understand the current situation and correlation between subjective well-being and teaching motivation of secondary vocational school teachers, this study selects Zhejiang Province, where vocational education is more developed, as the regional research object. A questionnaire survey was conducted among 178 secondary vocational teachers in 10 secondary vocational colleges and universities in the province, and some representative teachers were selected for semi-structured interviews. The results show that: 1. There is a significant linear correlation between subjective well-being and teaching motivation of secondary vocational school teachers; (2) there is a correlation between the dimensions of subjective well-being and the dimensions of teaching motivation; 3. The correlation between the dimension of job satisfaction and the dimension of external motivation of teaching motivation is the most significant. (4) subjective well-being is significantly related to the external and internal motivation of teaching motivation; 5. The relationship between teaching motivation and life satisfaction dimension of subjective well-being is most significant. In order to improve the level of subjective well-being and teaching motivation of secondary vocational school teachers, this paper puts forward some corresponding countermeasures and suggestions from three aspects: teachers themselves, schools and society. While teachers strive to improve their professional values, they maintain a good attitude, focus on improving their teaching ability, and deal with the relationship between teachers and students and colleagues. Realize self-actualization. At the school level, first of all, it is necessary to establish a teacher evaluation system in accordance with the secondary vocational school teachers themselves; At the same time, we should encourage teachers to communicate with each other and set up the concept of lifelong learning among teachers. The school should optimize its own management system and distribution policy, provide opportunities for further study, and meet the needs of teachers. At the social level, it is necessary to improve the social status of secondary vocational school teachers and change the people's wrong understanding of secondary vocational education. At the same time, the society should have a reasonable expectation on the teaching effect of secondary vocational school teachers. While protecting the legitimate rights and interests and legal status of secondary vocational school teachers, we should also pay attention to the physical and mental health of secondary vocational teachers, and create a good external environment for secondary vocational teachers.
【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】：2012
【分類號(hào)】：G715.1

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