教育研究
教育研究
교육연구
Educational Research
2013年
3期
126~134
,共null页
小学教育专业 “90后” 本科生 教师职业认同感
小學教育專業 “90後” 本科生 教師職業認同感
소학교육전업 “90후” 본과생 교사직업인동감
the major of primary education, post-90s, undergraduates, teachers＇ professional identity
教师职业认同感的强弱不仅影响教师的队伍的稳定发展，而且关系到国家的教育事业。从教师职业认同感所涵盖的教师职业认知、职业情感、职业意识、职业期望、职业价值观和职业行为倾向六个维度，对“90后”小学教育专业本科生进行问卷调查，统计结果显示：“90后”小学教育专业本科生教师职业认同感总体水平比其他师范生高；不同年级、性别、地区教师职业认同存在显著差异；教师家庭对“90后”小学教育专业本科生教师职业认同感呈负相关。完善小学教育专业的人才培养模式应着力于提高教师待遇，营造有利于“90后”小学教育专业本科生的环境；注重人文关怀，推进小学教育专业课程改革；共同参与“90后”小学教育专业本科生培养，实现互惠互利。
教師職業認同感的彊弱不僅影響教師的隊伍的穩定髮展，而且關繫到國傢的教育事業。從教師職業認同感所涵蓋的教師職業認知、職業情感、職業意識、職業期望、職業價值觀和職業行為傾嚮六箇維度，對“90後”小學教育專業本科生進行問捲調查，統計結果顯示：“90後”小學教育專業本科生教師職業認同感總體水平比其他師範生高；不同年級、性彆、地區教師職業認同存在顯著差異；教師傢庭對“90後”小學教育專業本科生教師職業認同感呈負相關。完善小學教育專業的人纔培養模式應著力于提高教師待遇，營造有利于“90後”小學教育專業本科生的環境；註重人文關懷，推進小學教育專業課程改革；共同參與“90後”小學教育專業本科生培養，實現互惠互利。
교사직업인동감적강약불부영향교사적대오적은정발전，이차관계도국가적교육사업。종교사직업인동감소함개적교사직업인지、직업정감、직업의식、직업기망、직업개치관화직업행위경향륙개유도，대“90후”소학교육전업본과생진행문권조사，통계결과현시：“90후”소학교육전업본과생교사직업인동감총체수평비기타사범생고；불동년급、성별、지구교사직업인동존재현저차이；교사가정대“90후”소학교육전업본과생교사직업인동감정부상관。완선소학교육전업적인재배양모식응착력우제고교사대우，영조유리우“90후”소학교육전업본과생적배경；주중인문관부，추진소학교육전업과정개혁；공동삼여“90후”소학교육전업본과생배양，실현호혜호리。
The teachers＇ professional identity not only influences the development of teachers, but also is closely associated with the whole education. From the perspectives of professional cognition, professional emotion, professional awareness, professional expectation, professional value, and professional behavior tendency, the questionnaire survey has been conducted on the post-90s＇ undergraduates majored in primary education. The statistical result shows that the overall level of teachers＇ professional identity of the post-90s＇ undergraduates majored in primary education is stronger than other teaching majors, there are significant differences in the teachers＇ professional identity of grade, gender, and region. The influence of teachers＇ family in the teachers＇ professional identity is negative. To perfect the training model of primary education, we should improve the treatment of teachers. In addition, a favorable environment should be created for the post-90s＇ undergraduates majored in primary education. Humanistic care should be strengthened and the reform of professional curriculum of primary education should be promoted. All of the concerned should participate in the training of the post-90s＇ undergraduates majored in primary education to realize mutual benefits.
