【摘要】：新入職階段是中學(xué)政治教師職業(yè)生涯的開(kāi)始,它直接關(guān)系到新入職中學(xué)政治教師的專業(yè)發(fā)展。然而在這一階段也常常是新入職中學(xué)政治教師在教學(xué)中感到困擾、產(chǎn)生挫敗感、遭受到所謂“現(xiàn)實(shí)沖擊”最多的一個(gè)階段,它直接影響甚至阻礙新教師對(duì)其職業(yè)的認(rèn)同和專業(yè)成長(zhǎng)。以教育社會(huì)學(xué)的觀點(diǎn)來(lái)看,教師生涯始于教師對(duì)自身職業(yè)角色的扮演,新入職教師的職業(yè)認(rèn)同是否成功,關(guān)系到教師日后對(duì)教師職業(yè)的情感、認(rèn)知和投入的程度。如果新入職教師的職業(yè)認(rèn)同感強(qiáng),新教師不僅會(huì)有成功的心理體驗(yàn),為日后教學(xué)打下良好的基礎(chǔ),還會(huì)增強(qiáng)新教師對(duì)職業(yè)的崇敬之心和理性認(rèn)識(shí)。可以說(shuō)新入職教師的職業(yè)認(rèn)同是教師整個(gè)職業(yè)生涯中最為濃彩重墨的一筆,也是其成功投身教育實(shí)踐的核心�？梢�(jiàn)研究新入職教師的職業(yè)認(rèn)同是十分必要的。中學(xué)教師職業(yè)認(rèn)同是指教師對(duì)自己身為教師的整體概念,即教師在個(gè)人與社會(huì)的交互作用中所形成的對(duì)教師職業(yè)的價(jià)值、情感、能力、等方面總體的看法。是指?jìng)�(gè)人對(duì)所從事的職業(yè)從內(nèi)心里認(rèn)為它有價(jià)值、有意義,并能夠從中尋找到樂(lè)趣,同時(shí)也是教師自我成長(zhǎng)的內(nèi)動(dòng)力。它既是指一種過(guò)程,又是指一種狀態(tài),決定著教師的教學(xué)態(tài)度和教學(xué)行為。本文以中學(xué)新入職政治教師這一群體為研究對(duì)象,從心靈層面研究中學(xué)新入職政治教師的職業(yè)認(rèn)同主題,通過(guò)運(yùn)用訪談等方法,揭示目前中學(xué)新入職政治教師職業(yè)認(rèn)同的現(xiàn)實(shí)情況,借鑒美國(guó)“教學(xué)勇氣”項(xiàng)目的研究成果,用于分析中學(xué)新入職政治教師職業(yè)認(rèn)同中的問(wèn)題,在此基礎(chǔ)上,提出應(yīng)從社會(huì)、學(xué)校、教師自身三方面出發(fā)形成合力,提升中學(xué)新入職政治教師的職業(yè)認(rèn)同水平的建議,希冀對(duì)我國(guó)青年政治教師職業(yè)認(rèn)同的研究和實(shí)踐提供參考。本文意在對(duì)中學(xué)政治教師入職階段職業(yè)認(rèn)同調(diào)查的基礎(chǔ)上,討論如下問(wèn)題：第一、揭示目前中學(xué)新入職政治教師職業(yè)認(rèn)同的現(xiàn)實(shí)情況,即中學(xué)新入職政治教師的職業(yè)認(rèn)同處于中度認(rèn)同的水平,且擁有不同個(gè)人背景的教師,其職業(yè)認(rèn)同也存在一定的差異。第二、分析影響中學(xué)新入職政治教師職業(yè)認(rèn)同因素,其中包括社會(huì)對(duì)中學(xué)新入職政治教師職業(yè)的定位較低、學(xué)校對(duì)中學(xué)新入職政治教師的職業(yè)指導(dǎo)有待完善、部分中學(xué)新入職政治教師自身缺乏科學(xué)合理性的職業(yè)認(rèn)同感。第三、在揭示問(wèn)題和分析問(wèn)題原因的基礎(chǔ)上,提出從社會(huì)、學(xué)校、教師自身三方面形成合力,提升中學(xué)新入職政治教師的職業(yè)認(rèn)同水平的對(duì)策。
[Abstract]:The new entry stage is the beginning of the middle school political teachers' career, which is directly related to the professional development of the new middle school political teachers. At this stage, however, it is often the stage in which the newly enrolled political teachers in secondary schools are troubled, frustrated and most affected by the so-called "reality shock". It directly affects and even hinders new teachers' professional identity and professional growth. From the point of view of educational sociology, the teacher's career begins with the teacher playing his own professional role. Whether the new teacher's professional identity is successful or not is related to the teacher's emotion, cognition and devotion to the teacher's profession in the future. If the new teachers have a strong sense of professional identity, the new teachers will not only have successful psychological experience, lay a good foundation for teaching in the future, but also enhance the new teachers' respect for the profession and rational understanding. It can be said that the professional identity of new teachers is the most intense in the whole career of teachers, and it is also the core of their successful participation in educational practice. Therefore, it is necessary to study the professional identity of new teachers. Middle school teachers' professional identity refers to the teachers' overall concept of being a teacher, that is, the teachers' overall views on the value, emotion, ability, and so on of the teacher's profession formed in the interaction between the individual and the society. It refers to a person who believes from the heart that a profession is valuable, meaningful, and able to find pleasure in it, and is also an internal motivation for teachers' self-development. It refers to both a process and a state, which determines the teacher's teaching attitude and behavior. This paper takes the group of new political teachers in middle school as the research object, studies the theme of professional identity of the new political teachers in middle schools from the spiritual level, and through the use of interviews and other methods, This paper reveals the current situation of the new political teachers' professional identity in middle schools, draws lessons from the research results of the American "Teaching Courage" project, and analyzes the problems in the new middle school political teachers' professional identity. On the basis of this, the author puts forward that the society should start from the society. In order to provide reference for the study and practice of young political teachers' professional identity in our country, schools and teachers themselves form a joint effort to promote the level of professional identity of new political teachers in middle schools. The purpose of this paper is to discuss the following problems on the basis of the investigation of the professional identity of the political teachers in middle school at the entry stage: first, to reveal the actual situation of the professional identity of the new political teachers in the middle school at present. That is, the professional identity of the new political teachers in middle school is at the level of moderate identity, and the teachers with different personal backgrounds also have some differences in their professional identity. Secondly, it analyzes the factors that influence the professional identity of the new political teachers in middle schools, including the low orientation of the society to the new political teachers in middle schools, and the need to improve the vocational guidance of the new political teachers in the middle schools. Some new political teachers in middle schools lack scientific and rational professional identity. Thirdly, on the basis of revealing the problems and analyzing the causes of the problems, this paper puts forward some countermeasures to improve the level of professional identity of the new political teachers in middle schools from the three aspects of society, schools and teachers themselves.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.2

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