成都市幼儿教师职业认同度提升研究  

Study on the Status of the Preschool Teacher's Professional Identity in Chengdu City

作　　者：张敏[1] 

机构地区：[1]成都大学,四川成都610106

出　　处：《教育与教学研究》2016年第7期51-56,118,共7页Education and Teaching Research

基　　金：四川省学前教育发展研究中心2013年度课题"成都市幼儿教师职业认同研究"(编号:CECER-2013-B06)

摘　　要：为了解成都市幼儿教师职业认同现状,通过自编问卷对成都市180名幼儿教师进行调查,发现成都市幼儿教师职业认同度总体中等偏上,具体表现为"高尚而平凡"的职业角色认知、"痛并快乐着"的职业情感体验、"累却坚持着"的职业行为倾向。影响因素主要有社会地位低、工资福利少、工作压力大、个人原因等。基于此,从国家、幼儿园和幼儿教师三个角度提出了相应措施:提高幼儿教师社会地位,增加幼儿教师收入,减少幼儿教师繁杂琐事,构建和谐心理环境,提升幼儿教师专业素养等,以提高成都市幼儿教师的职业认同度。In order to know the status of the preschool teacher＇s professional identity in Chengdu City,180 preschool teachers coming from 4 kindergartens in Chengdu were investigated by questionnaire. The results show that the professional identity of them is at a higher level than average. The teachers take their work as both ordinary and noble. They feel both happy and suffering as preschool teachers. And even suffered,most of them would keep the work until retire. Low social status,low wages and benefits,high work pressure and personal reasons are the main influencing factors. The government,the kindergartens and the teachers,all the three,need to do something to improve the professional identity of the preschool teachers. The corresponding measures are to improve the social status of kindergarten teachers,increase their income,reduce the miscellaneous trivial matters,build a harmonious psychological environment as well as enhance their professional quality.

关 键 词：成都市 幼儿教师 职业认同 职业情感体验 职业倦怠 

分 类 号：G615[文化科学—学前教育学]