师范生与非师范生从教意愿研究

【作者】 张艺；

【导师】 叶忠；

【作者基本信息】 南京师范大学 ， 教育经济与管理， 2020， 硕士

【摘要】 我国的教育现代化发展离不开充足并且优质的教师供给,然而现实中我国的教师供给往往呈现失衡的状态。从现实的角度出发,非师范生也可以充实教师队伍,因此将非师范生纳入教师供给池进行相关研究,既可以从教育实践方面进一步扩充和优化教师队伍,又可以促进师范教育培养模式的改革与创新。高水平师范大学作为我国教师教育的主要提供者,积极创新师范培养体系,一方面可以引领我国高等教育的发展趋势,另一方面也为基础教育阶段提供大量的优秀人才。关于从教意愿的既有研究认为工资、工作条件是决定性的影响因素,但是对在校生的主观意愿分析较少。师范院校往往具有师范教育的办学优势,而现实中在师范大学内部,师范生与非师范生往往由于专业的不同,所接受的教育和就业选择事实上难有交集,这其中师范生与非师范生的从教意愿差异往往被忽视,认识和研究师范生在从教选择时的偏好,非师范生在从教意愿与现实选择中的阻碍可以促进发挥师范院校办学特色,辐射优质的教师教育资源。本文以高水平师范大学N师范大学为例,将不同学历层次和不同专业类别的师范生与非师范生的从教意愿进行比较,通过分析发现师范生与非师范生整体从教意愿没有差异,但是师范生比非师范生在首选从教、直接从教和长期从教方面具有更显著的意愿。在对从教学段的意愿比较中,师范生与非师范生的从教意愿随学段的升高而提升,学生在低学段从教的意愿普遍较弱,在中学任教的意愿普遍增强。在对从教地域意愿的比较中,师范生与非师范生的意愿没有显著区别,意愿区域主要集中在苏南地区、上海市。本文通过对从教意愿相关因素进行差异分析,归纳认为在影响从教意愿的主要维度中,师范生与非师范生的任教能力水平存在较大差异,从而得出结论认为,传统的师范生与非师范生的专业划分并不能够完全尊重学生的从教意愿;具有从教意愿的非师范生的从教能力限制了他们从教意愿的直接性与持久性。因此,本研究提出通过政策和高校两方面主体发挥作用,进一步提升教师待遇,强化社会的尊师敬师氛围,创新师范院校的教师教育模式,合理辐射师范教育,扩大教师供给池,吸纳更多优秀青年从教。更多还原

【Abstract】 The development of China’s education modernization can not be separated from sufficient and high-quality teacher supply.However,in reality,the supply of teachers in China is often unbalanced.From a practical point of view,non-normal students can also enrich the teaching staff.Therefore,the research on non-normal students can not only further expand and optimize the teaching staff from the aspect of educational practice,but also promote the reform and innovation of the training mode of normal education.As the main provider of teacher education in China,the high-level Normal University actively innovates the teacher training system.On the one hand,it can lead the development trend of higher education in China;on the other hand,it can also provide a large number of excellent talents for the basic education stage.The existing researches on the willingness to teach think that wages and working conditions are the decisive factors,but the analysis of the subjective willingness of the students in school is less.Normal colleges and universities often have the advantages of normal education,but in reality,in normal universities,normal students and nonnormal students often have different majors,so the education and employment choices they receive are difficult to intersect in fact.The differences in willingness to teach between normal students and non-normal students are often ignored,and the preferences of normal students and postgraduates in choosing from teaching are recognized,while non-normal students are in teaching from teaching The obstacles in the choice of will and reality can promote the development of the characteristics of normal colleges and radiate high-quality teacher education resources.Taking N Normal University as an example,this paper compares the willingness to teach of normal students and non-normal students with different educational levels and different professional categories.Through analysis,it is found that there is no difference between normal students and non-normal students as a whole,but normal students have more significant willingness to teach first,directly and for a long time than non-normal students.In the comparison of the willingness to teach from the teaching stage,the willingness of normal students and non-normal students increases with the increase of the learning stage,the students’ willingness to teach from the low learning stage is generally weak,and the willingness to teach in the middle school is generally enhanced.There is no significant difference between normal students and non-normal students in the comparison of regional willingness of secondary education,which is mainly concentrated in southern Jiangsu and Shanghai.Based on the analysis of the differences in the factors related to the willingness to teach,this paper concludes that in the main dimensions affecting the willingness to teach,there are great differences in the teaching ability level between normal students and non-normal students,and concludes that the traditional professional division between normal students and non-normal students can not fully respect the students’ willingness to teach;the ability of non-normal students with the willingness to teach force limits the directness and persistence of their willingness to teach.Therefore,this study proposes to further improve the treatment of teachers,strengthen the social atmosphere of respecting teachers,innovate the teacher education mode of normal colleges,reasonably radiate the normal education,expand the supply pool of teachers,and absorb more excellent young people from teaching.更多还原