【作者】 李敏；

【导师】 张琪仁；

【作者基本信息】 云南大学 ， 教育管理（专业学位）， 2024， 硕士

【摘要】 当前我国教育改革复杂又快速,小学新手教师作为我国基础教育发展改革的主力军,在入职初期,面临着由学生角色向教师角色转变,既要适应新的身份,又要适应新的环境,教学能力的不足以及教学经验的匮乏使得新手教师产生不同程度的职业焦虑。小学新手教师的职业焦虑问题不仅会影响教师的教学质量,还会影响教师的身心健康,甚至会影响我国基础教育的整体质量。因此,关注小学新手教师的职业焦虑,帮助小学新手教师顺利度过适应期是十分必要且具有现实意义的。本研究采用质性研究的方法,以斯皮尔伯格的状态——特质焦虑理论、班杜拉的效能期望理论以及福勒、伯林纳的教师专业发展理论为基础,以宜良县匡山小学的9名新手教师为研究对象,运用访谈法、观察法以及个案研究法对小学新手教师职业焦虑进行研究。通过访谈新手教师本人,发现小学新手教师职业焦虑主要表现在角色转变的焦虑、教学准备的焦虑、教学临场的焦虑、职场人际的焦虑以及考核评价的焦虑。然后从学生、管理者、同事以及研究者四种视角对小学新手教师职业焦虑的样态进行剖析,不同视角下新手教师职业焦虑的样态剖析各有不同,职业焦虑对新手教师有双重影响,积极的职业焦虑是新手教师专业发展的动力,负面的职业焦虑将会阻碍新手教师的发展;最后,结合实际情况,从教师个人和外部环境两方面提出有效缓解小学新手教师职业焦虑的策略。教师自身层面:悦纳焦虑,保持平常心态;提高自我认同,守护教育初心;加强学习,提升自我专业素养;适时倾诉焦虑,改善不良情绪;保持真诚,提升人际关系处理技巧。外部环境层面:关注新手教师的心理状态;加强新手教师的职前培训;构建新手教师学习共同体;建立多维度的新手教师评价模式;营造和谐校园文化,给予新手教师人文关怀;探索弹性上下班制度。本研究通过深入剖析小学新手教师的职业焦虑,帮助小学新手教师缓解职业焦虑,尽快适应日常的教学工作,促进小学新手教师的专业发展。最后希望本研究能够对新手教师职业焦虑领域的研究有所帮助。更多还原

【Abstract】 With the complex and fast development of education reform at present,as the main force in the development and reform of basic education in China,no vice primary school teachers are in the initial stage of entry,facing the transition from the student role to the teacher role,they must adapt to both the new identity and the new environment.The insufficient teaching ability and experience make novice teachers have different levels of occupational anxiety.The occupational anxiety problems of novice primary school teachers will affect the quality of their teaching as well as their physical and mental health,and even affect the overall quality of basic education.Therefore,it’s necessary and realistic to focus on the occupational anxiety of novice teachers and help them successfully through the adaptation period.This research adopts qualitative research methods,to Spielberg’s state-trait anxiety theory,Bandura’s efficacy expectation theory,Fowler and Berliner’s teacher professional development theory as the theoretical basis.Taking 9 new teachers of Kuangshan primary school in Yiliang County as the research object,the interviews,observation and case study are used to study the occupational anxiety of novice primary school teachers.Through interviews with novice teachers themselves,it was found that novice primary school teachers’ occupational anxiety mainly manifested in the anxiety of role change,anxiety of teaching preparation,anxiety of teaching on the class,anxiety of interpersonal interaction,and anxiety of assessment and evaluation.Then,it analyzes the patterns of novice teachers’ occupational anxiety from the four perspectives of students,managers,colleagues and researcher.The analysis of novice teachers’ occupational anxiety from different perspectives is different.Occupational anxiety has a dual impact on novice teachers,positive occupational anxiety is a motivator for novice teachers’ professional development,and negative occupational anxiety will impede novice teachers’development.Finally,according to actual condition,strategies to effectively alleviate the occupational anxiety of novice primary school teachers are proposed from both themselves and the external environment.At the level of teachers themselves:accepting anxiety and keeping a normal state of mind;improving self-identity and guarding the original heart of education;enhancing learning and improving professionalism;improving unhealthy emotion by confiding anxiety to others at right time;being honest and improving interpersonal skills.At the level of the external environment:paying attention to the psychological state of novice teachers;strengthening pre-service training for novice teachers;building a learning community for novice teachers;establishing a multi-dimensional evaluation model for novice teachers;building harmonious campus culture,giving novice teachers humanistic care;and exploring a flexible commuting system.The study analysis the occupational anxiety of new primary school teachers in depth,it can help new primary school teachers relieve their occupational anxiety,adapt to daily teaching work as soon as possible,and promote the professional development of the new primary school teachers.Finally,it is hoped that this study will contribute to research in the area of novice teachers’ professional anxiety.更多还原