定向师范生顶岗实习期间的角色焦虑及疏解路径  

Rural Normal Stadents'Role Anxiety Duning Teaching Pracfice and its Dredging Path

作　　者：黄蓝紫 张子洋 HUANG Lanzi;ZHANG Ziyang(School of Education,Hunan First Normal University,Changsha,Hunan 410205;Lougu Primary School of Liuyang City,Changsha,Hunan 410326)

机构地区：[1]湖南第一师范学院教育学院,湖南长沙410205 [2]浏阳市楼古小学,湖南长沙410326

出　　处：《湖南第一师范学院学报》2023年第2期33-39,共7页Journal of Hunan First Normal University

基　　金：湖南省哲学社会科学规划基金青年项目(21YBQ105);湖南省教育科学“十四五”规划青年资助项目(XJK21QJC002)。

摘　　要：顶岗实习是定向师范生培养的重要环节。定向师范生在顶岗实习期间会扮演多重角色,角色之间的冲突将引发定向师范生的角色焦虑。角色焦虑来源于班主任班级管理、任课老师教育教学、学校行政兼职、职场新人人际交往、自我角色价值感五个方面。管理层面制度模糊导致角色边界模糊、培养层面课程欠缺导致角色转换困难、情感层面认知偏差导致角色认同感低是导致定向师范生顶岗实习角色焦虑的主要原因。前瞻未来,建议有关部门完善制度,明确顶岗实习角色定位;培养高校优化课程,引导顶岗实习角色转换;定向师范生摆正认知,构建合理顶岗实习角色观。Teaching practice is an important part of rural-oriented normal students training.According to the survey,rural-oriented normal students will play multiple roles during the internship,and the conflicts between different roles will lead to the role anxiety,including class management of head teachers,education and teaching of teachers,part-time school administration,interpersonal communication of new employees,and low sense of selfrole value.The reasons are as follows:Firstly,the fuzzy management system leads to the fuzzy role boundary.Secondly,the lack of training courses leads to the difficulty of role conversion.Lastly,cognitive bias at emotional level leads to low role identity.Looking forward we suggest that the relevant departments should improve the system with clear internship role positioning.Colleges and universities should optimize the curriculum and guide the role transformation of in-post practice.Rural-oriented normal students should straighten out the cognition,construct a reasonable practice role view.

关 键 词：定向师范生 顶岗实习 角色焦虑 角色冲突 乡村教师 

分 类 号：G655[文化科学—教育学]