随班就读教师职业困境和职业需求的研究-以宁波地区为例(硕士)(论文26000字)
A Survey on Occupational Difficulties and Needs of Professional Development of Teachers for Special Students Learning in Regular Classroom
——A Case Study of Schools in Ningbo
摘 要
随班就读工作的顺利开展是特殊儿童能够在普通中小学进行学习的重要保障。随班就读教师就是随班就读的特殊学生最密切的老师，但在实际开展随班就读工作时，教师教授随班就读学生时肯定会遇到与教授普通学生时不同的问题和困惑，这些问题直接导致了随班就读教师出现各类的职业困境和有关的职业需求。目前国国内关于随班就读教师职业困境和职业需求的研究较少，而且时间较早。因此，研究随班就读教师的职业困境和职业需求具有重要的现实意义。
通过系统地研究和问卷调查，本研究探讨的是随班就读教师的职业困境和职业需求，归纳出随班就读教师四方面的职业困境和随班就读教师的三方面的职业需求。本研究自编《随班就读教师职业困境和职业需求调查问卷》，构建随班就读教师职业困境理论的框架，分别从学业发展、行为管理、课堂教学、心理压力四方面进行职业困境研究。构建随班就读职业需求理论的框架，分别从理论知识需求、实践技能需求、政策支持需求三方面进行职业需求研究。
研究结果如下：随班就读教师职业困境水平接近中等，学业发展、行为管理、课堂教学以及心理压力这四个方面的困境水平也接近中等。随班就读教师职业需求水平接近中等，理论知识需求、实践技能需求水平接近中等，政策支持需求超过中等需求水平。随班就读教师职业困境有着明显的地域特点。随班就读教师的职业困境与所教授学生障碍类型有关，教授多重障碍类型学生的随班就读教师职业困境水平高于教授其他几类障碍类型的随班就读教师；与班主任担任情况有关，担任班主任的随班就读教师的职业困境水平低于不担任的班主任的随班就读教师；与参加特殊教育培训情况有关，参加过的随班就读教师职业困境水平低于未参加过特殊教育培训的随班就读教师；随班就读教师职业困境与所教授的科目类别有关，教授主课科目随班就读教师的职业困境大于教授辅课科目的随班就读教师。随班就读教师工作量自我评价与心理压力有关。工作量自我评价越重的随班就读教师心理压力方面的困境越多。随班就读教师职业需求与参加特殊教育培训情况有关，参加过的随班就读教师职业需求低于未参加过特殊教育培训的随班就读教师；与年龄有关,年龄较大的随班就读教师的职业需求高于其他几个年龄段的随班就读教师；与学历有关，中专或大专学历的随班就读教师的职业需求高于本科和研究生学历的随班就读教师。随班就读教师的职业需求与职业困境成正相关。职业困境越大的随班就读教师职业需求越高。而且职业困境的三个方面的困境越大，职业需求也是越高的。
根据上述的种种研究结果，研究建议如下：加大农村随班就读教师专业培训；
提升随班就读教师的自我效能感；重视培养随班就读学生的沟通交流能力；丰富低学历随班就读教师的研讨学习活动；增加教授不同障碍类型学生教师的指导内容；完善不同年龄随班就读教师的专业发展。
关键词： 随班就读教师 职业困境 职业需求
Abstract
The successful implementation of the work in the class is an important guarantee for special children to study in ordinary primary and secondary schools.The teacher is the closest teacher to the special student who goes to the class.However, in practice, the teachers will encounter different problems and confusion with ordinary students, which directly lead to the class of teachers with different types of occupational dilemmas and related vocational needs.At present, the study on the professional plight and professional needs of teachers in the classroom is less, and the time is earlier.Therefore, it is of great practical significance to study the vocational dilemma and professional needs of teachers in the class.
Through systematic research and questionnaire survey, this study is to explore the vocational dilemma and professional needs of teachers in the classroom.Through systematic research and questionnaire survey, this study is to explore the vocational dilemma and professional needs of teachers in the classroom.This study makes a questionnaire on the professional dilemmas and professional needs of teachers in class, and constructs the framework of the theory of teachers' professional dilemma, from the aspects of academic development, behavior management, classroom teaching and psychological pressure.Constructing the framework of the vocational demand theory of class, from the theoretical knowledge demand, practical skills demand, policy support demand three aspects of vocational needs research.
The results are as follows:The level of the teachers' professional dilemma is close to the middle level, and the level of academic development, behavior management, classroom teaching and psychological pressure is also close to the middle level.The level of teachers' professional demand is close to medium, the demand of theoretical knowledge and practical skills is close to medium, and the demand of policy support exceeds the level of medium demand.It is also related to the status of a teacher in charge of a class teacher.The teachers in charge of the class are lower than those who are not in charge of the class.The professional dilemma of the teachers in the class is related to the type of subject taught.The professional dilemma of the teachers in the course of major subjects is greater than that of the teachers who teach supplementary subjects.The self - evaluation of teachers' workload is related to the psychological pressure.The more the workload self - evaluation, the more difficult the teachers' psychological pressure.The professional needs of the teachers in the class are related to the age, and the vocational needs of the older teachers are higher than those of the other age groups.The vocational needs of teachers are related to the teachers' vocational needs, and the vocational needs of teachers in secondary vocational school or junior college are higher than those in the regular classes of undergraduate and graduate education.The vocational needs of teachers in regular classes are positively related to the plight of vocational schools. The higher the vocational dilemma, the higher the vocational demand of the teachers in the class. And the more difficult the three aspects of the career dilemma, the higher the professional demand.
Based on the above findings, the study recommends the following:
Increasing the professional training of teachers in the rural areas;Increasing the self - efficacy of the teachers in the rural areas with the increase of the class；Attach importance to the cultivation of students' communication and communication ability in class；Rich in low education, study with teachers in the study activities；Rich and low educational background, increase the teaching content of teachers of different types of obstacles；Improving the professional development of teachers with different ages.
Key words:The teachers for Special Students Learning in Regular Classroom Occupational Difficulties Vocational need
目 录
第一部分 研究背景
1 问题提出
2 研究意义
2.1理论意义
2.2实践意义
3 相关研究综述
3.1概念界定
3.2相关随班就读的研究
3.3相关关随班就读教师的研究
3.4相关随班就读教师职业困境的研究
3.5相关随班就读教师职业需求的研究
第二部分 研究设计
1 研究目标与内容
2 研究方法
2.1 文献研究法
2.2 访谈法
2.3 问卷调查法
3 研究对象
4 研究工具
4.1 问卷编制准备
4.2 问卷结构
4.3 问卷操作说明
4.4问卷信度检验
第三部分 结果与分析
1 随班就读教师职业困境与特点
1.1随班就读教师职业困境
1.1.1职业困境总体情况
1.1.2职业困境四个维度情况
1.2随班就读教师职业困境的特点
1.2.1不同地域随班就读教师职业困境的比较
1.2.2不同年龄性别随班就读教师职业困境的比较
1.2.3教授不同科目的随班就读教师职业困境的比较
1.2.4教授不同障碍类型学生的随班就读教师职业困境的比较
1.2.5是否班主任的随班就读教师职业困境的比较
1.2.6是否参加过特殊教育培训的随班就读教师职业困境的比较
1.2.7 工作量自我评价与随班就读教师职业困境的关系
1.2.8一般教育效能感与随班就读教师职业困境的相关分析
2 随班就读教师职业需求的现状与特点
2.1随班就读教师职业需求
2.1.1职业需求总体情况
2.1.2职业需求三个维度
2.2随班就读教师职业需求的特点
2.2.1是否参加过特殊教育培训的随班就读教师职业需求的比较
2.2.2不同年龄的随班就读教师职业需求的比较
2.2.3不同随班就读工作年限的教师职业需求的比较
2.2.4不同学历随班就读教师职业需求的比较
2.2.5随班就读教师职业困境和职业需求的关系
第四部分 讨论与建议
1 讨论
1.1随班就读教师职业困境的总体情况
1.2随班就读教师职业困境的特点
1.3随班就读教师职业需求总体情况
1.4随班就读教师职业需求的相关因素分析
2 建议
2.1加大农村随班就读教师专业培训
2.2提升随班就读教师的自我效能感
2.3重视培养随班就读学生的沟通交流能力
2.4丰富低学历随班就读教师的研讨学习活动
2.5增加教授不同障碍类型学生教师的指导内容
2.6完善不同年龄随班就读教师的专业发展
第五部分 结论与反思
1 结论
2 反思
2.1研究的创新之处
2.2研究的局限性
参考文献 |
