【作者】 王慧；

【导师】 张建琼；

【作者基本信息】 四川师范大学 ， 教育管理， 2010， 硕士

【副题名】以某县某中学为例

【摘要】 随着政治、经济体制改革的深化,教育领域内的改革也加快了进程。目前我国接受中等以下(含中等)教育的学生人数超过2亿,他们中80%在农村,这就决定了普及九年义务教育的重点和关键在农村。而农村的师资力量薄弱,尤其是教师积极性不高等问题妨碍了农村的教育质量的提高。因此在教师管理中,要调动教师的工作积极性,激发教职工内在的工作动力,尽量满足他们的合理需要,从而提高农村中学的教学质量。然而,教师的积极性在很大程度上又取决于教师管理者对待教师的态度,即把教师置于一个什么样的位置。传统的教师管理,无论是经验模式还是量化模式,其共有的弊端都是没有把教师视为管理的中心,都存在“重物轻人”或“重事轻人”的现象,因而也就不可能充分激发教师的积极性,最大限度地发挥教师的能动性和创造性。走出教师管理的困境,根本的出路就在于确立以人为本的管理指导思想,实施以教师为本的管理方式。①因此,对农村中学教师的激励,必须在对教师的特征进行分析的前提下,系统地研究中学教师激励问题。我国关于中学教师激励机制的研究成果并不十分丰富,己有的关于中学教师激励的文章从心理学、管理学等多个角度进行了一些研究。本文致力于实践情况,从人本管理视觉对某县某中学教师作为抽样调查对象,发放自己编制的问卷调查表,取得了第一手详实的资料,了解了影响农村中学教师积极工作的六大激励因素:经济报酬、工作环境、人际关系、晋升培训、领导管理、参与学校管理。并针对不同个性特征的教师进行了比较研究,探寻不同性别、不同年龄段、教授不同科目教师激励的差异,分析教师的激励因素偏好,确定各激励因素的主次关系,从而提出中学教师管理的核心:以人为本的教师激励。同时分析农村中学教师的工作特点和需要特点,借鉴相关激励理论对中学教师激励的启示,提出了农村中学教师激励机制的构建。并采用系统分析方法对激发教师潜能的主要输入要素,及对激励机制的影响作深入研究,针对性的进行中学教师激励机制的建构,为本地教师管理和激励向科学化、现代化发展提供重要参考。本文共分为三个部分;第一部分阐述论文研究的理论价值和现实意义,界定相关概念并对相关教师激励研究的文献作出综述。主要包括第一章的内容。第二部分在相关激励理论的指导下,以某县某中学为研究对象,从以人为本的管理视觉,分析出影响中学教师积极工作的六大激励因素,并从不同个性特征的教师进行比较研究,确定各激励因素的主次关系,从而提出中学教师管理的核心:以人为本的教师激励。包括第二、三章的内容。第三部分根据前面的调查分析,针对教师各种激励因素,采用系统分析方法,对激发教师潜能的主要输入要素、及对激励机制的影响作深入研究,针对性的进行农村中学教师激励机制的设计,提出针对农村中学教师激励的各方面的措施。包括第四章的内容。更多还原

【Abstract】 With the reformation of political and economic systems advancing further, education system is also quickening the steps of its reformation. Currently, a population who has received the secondary education or lower (including the secondary education) is more than 200million in our country, and 80% of them are in the countryside. This trend decides that the key and the most necessary areas to popularize nine-year compulsory education are in the countryside. However, the professional level of the rural teachers is not high and the quantity of teacher is insufficient, especially the teachers are not very active in teaching. All of these factors make a barrier impeding the development of rural education, as well as the promotion of the education quality. Therefore, in the administration of rural teachers, for improving the teaching quality, it is the most important to arouse the teachers’enthusiasm, motivate their potential power, and to meet their reasonable demands to the maximum. Nevertheless, a teacher’s enthusiasm for teaching is in turn much dependent on the administrator’s attitude towards him—what a status the administrator would like to put a teacher in. In the traditional mode of teacher’s administration, no matter it is empirical mode or quantification mode, a common practice is not to regard teacher as the center of education, but to practice as either“putting too much more emphases on materials than people”or“stressing events too much more than stressing people”, and naturally the enthusiasm of a teacher cannot be motivated, let alone his talents and creative nature of a teacher are fully maneuvered out of his sleeping wisdom. The only solution for us to go out of this dilemma is to create a new ideology: to regard people as the most important and put this ideology into the practice in teacher’s administration. Therefore, in term of the enthusiasm-motivating system for rural teachers, the problems found in building this system have to be systematically studied and solved under such a premise as the teachers have been properly characterized and analyzed.The enthusiasm-motivating system for middle school teachers is not very mature yet in our country. There are some psychological and administrative studies and analyses on it in some papers available. This paper shall focus on the practice of this system and describe a sampling from the teachers of a middle school in someone city on the basis of an ideology that people are the most important in teacher’s administration. Through distribution and collection of questionnaire, I acquired some detailed first hand information, such as the six major motivating factors: salary, working condition, interpersonal relationship, promotion and training, leader’s skill of administration, and the participation of school administration. The teachers are compared and analyzed for their personal characteristics and natures. The difference in enthusiasm-motivating point for teachers of different genders, at different ages, and teaching different subjects is investigated. The teachers’preferred type of enthusiasm-motivating system is analyzed, the primary and secondary relations between the input elements to enthusiasm-motivating system are determined, and a conclusion was drawn for the middle school teacher’s administration: the enthusiasm-motivating system must be built on the basis of the ideology that people are the most important. In addition, the features in teaching and demanding of the teachers in rural middle school were investigated and analyzed, and enlightened by the theory related to enthusiasm motivation, an idea of the constitution of enthusiasm-motivating system for rural middle school teachers is presented. A further study is also made with system analysis method in the major input elements which motivate teacher’s potential ability and impact the teacher’s enthusiasm-motivating system. The constitution of enthusiasm-motivating system for rural middle school teachers shall be well directed and built to the point. A successful case can be an example for middle schools to follow in their progress of teacher’s administration and enthusiasm-motivation to modernization.This paper is divided into three parts; part 1 includes the representation of the theoretical value and realistic meaning of this study, the definition of some ideas and a summary of the references related to enthusiasm-motivating system for teacher. This part can be found in Chapter 1. Part 2 covers following contents: under the instruction of the theory related to enthusiasm-motivation, taking a middle school in someone city as a specimen, I analyzed, on the basis of regarding people as the most important in teacher’s administration, the six major motivating factors which impacts teacher’s enthusiasm in teaching, compared the teachers in characteristics, and determined the primary and secondary relations between all the motivating elements. Finally, I drew a conclusion: the core of middle school teacher’s administration is teacher’s enthusiasm-motivation on the basis of regarding people as the most important. This part covers Chapter 2—3. Part 3 is built on the investigation and analysis made in the previous two chapters and presents some specially designed measures in all directions for rural middle school teacher’s enthusiasm-motivating system. In this part, system analysis method is used to further study the major input elements which can motivate teacher’s potential ability and contribute to the teacher’s enthusiasm-motivating system. This part can be found in Chapter 4.更多还原