如何对处于职业倦怠期的幼师进行激励?一一基于对幼师职业倦怠期的阶段表现分析  

How to Motivate Kindergarten Teachers in the Period of Job Burnout——Based on the Stage Performance Analysis of Kindergarten Teachers'Job Burnout

作　　者：谢建罗[1] Xie Jianluo(Hunan Radio&TV University,Changsha 410011)

机构地区：[1]湖南广播电视大学,长沙410011

出　　处：《当代教育论坛》2020年第5期74-79,共6页forum on contemporary education

基　　金：湖南省教育科学“十三五”规划课题“社会主义核心价值观融入湖南农村幼师远程培养研究”(编号:XJK016CCR001)的阶段性研究成果。

摘　　要：当前,幼师中存在较为严重的职业倦怠现象,这种职业倦怠造成的危害相当严重,同时也是一部分幼儿园恶性事故发生的重要原因之一。研究发现,幼师职业倦怠可分为六个时期:忙碌迷茫期、成就压抑期、职业挫折期、公平冲突期、身心疲倦期、遗憾拒绝期。不同时期职业倦怠的表现与成因均有所差异,需要针对不同时期的阶段表现进行有效的激励,力图激发他们潜藏的积极能量,消解他们的职业倦怠,提升他们的职业积极性,为有效缓解我国当前学前教育发展面临的师资问题提供优选途径。At present,there is a serious phenomenon of job burnout in kindergarten teachers.The harm caused by this kind ofjob burnout is very serious.At the same time,it is one of the important reasons for some kindergarten malignant accidents.It is found that the job burnout of kindergarten teachers can be divided into six periods:busy and confused period,achievement depression period,career frustration period,fair conflict period,physical and mental fatigue period and regret rejection period.There are differences in the performance and causes of job burnout in different periods.It is necessary to effectively motivate the performance of different stages in order to stimulate their potential positive energy,eliminate their job burnout,and enhance their professional enthusiasm,so as to provide an optimal way to effectively alleviate the problems of teachers in the development of preschool education in China.

关 键 词：职业倦怠 幼师 阶段表现 激励策略 

分 类 号：G615[文化科学—学前教育学]