【作者】 曹众；

【导师】 郭声健；

【作者基本信息】 湖南师范大学 ， 课程与教学论， 2011， 博士

【摘要】 幸福是人生的主题和根本问题,是所有人的需要和追求,没有对幸福的渴求,就没有人类的过去与今天,更没有人类的未来。时代发展到今天,在我国全面建设和谐社会和深入推进素质教育的背景下,教师的职业幸福日益引起人们的重视,进入了教育研究者的视域。从教师自身生存与发展的角度来说,教师的职业人生理应是幸福的。从教师职业的特点来看,教师职业幸福关涉到学生的幸福、教育的发展以及社会的和谐与进步。中小学音乐教师是学校中的弱势群体,音乐学科是学校里的“小三门”,调查显示,中小学音乐教师职业幸福感普遍不高,因此,他们的职业幸福感尤其值得关注。为了深入了解当前中小学音乐教师职业真实现状,本研究在以往的研究基础上,对湖南省中小学音乐教师进行问卷调查,并重点运用质的研究的方法,包括访谈法和叙事研究法挖掘中小学音乐教师职业幸福与不幸福的原因,得出中小学音乐教师职业现状感受的真实数据,为中小学教师职业幸福之路的探寻提供现实依据。并通过分析,得出影响中小学音乐教师职业幸福感的内在因素和外在因素。论文的主体部分是在实证研究的基础上,借鉴哲学、教育学、心理学、经济学等学科研究的成果,结合中小学音乐教师职业的特点,探寻中小学音乐教师职业幸福感的实现,提出提升教师职业幸福感的合理化建议。希望本研究能唤起更多人来关注广大中小学音乐教师的生存与生活,关注他们的生命,关注他们的职业幸福体验。论文主要包括以下几个章节：导论分析了本研究的缘起、意义,并在述评已有研究成果的基础上,阐明了本文的研究思路和方法。第一章对幸福、幸福感、教师职业幸福感几个核心概念进行了辨析,总结出教师的职业幸福感具有精神性、关系性、集体性、无限性、难以测量性等特点。第二章从哲学、经济学、心理学和教育学四个视角对教师职业幸福感的理论基础进行了探讨,从中提炼和总结出对教师职业幸福感研究有重要意义的启示,为中小学音乐教师职业幸福感的理论探讨和实证研究奠定了学理基础。第三章通过对湖南省中小学音乐教师的问卷调查和实地访谈,明确了他们对职业幸福感的认知和理解、音乐学科的优势和劣势以及工作状态等,进而总结出中小学音乐教师职业幸福感的真实状态及其影响因素,并从中发现存在的主要问题。第四章对实现中小学音乐教师职业幸福感的主客观条件进行了分析、总结,并分别探讨了物质条件、社会地位、学校制度和文化环境等外在条件对实现中小学音乐教师职业幸福感的影响,以及身心健康状况、职业价值观、身份认同和角色更新、职业道德等内在条件对中小学音乐教师职业幸福感实现的影响。第五章从音乐学科的特性和优势、自我效能感、教学水平和艺术、教育科研等方面探讨了中小学音乐教师职业幸福感的实现策略。结语总结了本文关于中小学音乐教师职业幸福感及其实现的一些基本观点,分析了本研究的不足和今后努力的方向。更多还原

【Abstract】 Happiness is the theme and a vital thing in human’s life, which all human beings need and run after. We human beings would have no past, no present and even no future without pursuing happiness. Up till now, with the background of China’s over-all construction of a harmonious society and full advancing quality education, teachers’happiness has been drawing more and more attention and has entered the field of education researchers’vision. Seeing from teachers’self existence and development, teachers’ profession life ought to be happy. Teachers’profession characters determine that teachers’ profession happiness has a lot to do with students’happiness, education development and the harmony and progress of the society.Primary and secondary school music teachers are vulnerable groups and music subject is among "the 3 minor subjects". Investigations show that the primary and secondary school music teachers’sensation of profession happiness is generally weak, therefore, it is well worth consideration. In order to learn about the actual present profession conditions of the primary and secondary school music teachers, this study, based on the previous researches and questionnaire surveys of the primary and secondary school music teachers in Hunan province, mainly using quality researches including interviewing and narrative methods, explores the reasons of their happiness and unhappiness and obtains the first hand data of the primary and secondary school music teachers’ sensation of their present profession in order to provide practical basis for exploring approaches to the primary and secondary school music teachers’profession happiness and to analyze both the internal and external factors for the primary and secondary school music teachers’ sensation of happiness. The main part of the thesis, on the basis of empirical researches, borrowing the research findings of philosophy, education, psychology, economics, etc., with the consideration of the primary and secondary school music teachers’ profession characteristics, explores the approaches to the primary and secondary school music teachers’profession happiness and puts forth reasonable suggestions to promote their profession happiness in the hope of drawing more attention to the numerous primary and secondary school music teachers’existence, living lives, and experience of profession happiness.This thesis mainly includes the following chapters.The introduction part accounts for the reasons and the signification of the study, and then the outline and methods based on the status quo of the study.Chapter I defines such key words of the study as happiness, sensation of happiness and teachers’ profession happiness, and summarizes that teachers’sensation of profession happiness has the characteristics of spirit, relation, collective, infinity, unpredictability, and so on.ChapterⅡsorts out such theoretical basis of teachers’sensation of profession happiness as philosophy, economics, psychology and education, which provides significant enlightenment for the study of teachers’sensation of profession happiness, especially academic basis for the theoretic and empirical study of the primary and secondary school music teachers’ sensation of profession happiness.In ChapterⅢ, the primary and secondary school music teachers’ basic cognition and understanding of their sensation of profession happiness are obtained by means of questionnaires and on-the-spot interviews in Hunan province, together with their working conditions and the superiorities and inferiorities of the music subject. It also concludes the primary and secondary school music teachers’ actual sensation of profession happiness and the influencing factors, and finds out the main problems.ChapterⅣdeals with the subjective and objective conditions for achieving primary and secondary school music teachers’sensation of profession happiness, and the external influencing factors(material conditions, social status, school system and cultural environment) and internal influencing factors (physical and mental health, profession values, self-identity, role update, profession morality, etc). ChapterⅤdiscusses the strategies for achieving primary and secondary school music teachers’sensation of profession happiness from the aspects of teacher’s profession development, the characteristics and superiorities of the music subject, self-efficiency, teaching levels and arts, teaching researches and so on.The conclusion part summarizes primary and secondary school music teachers’sensation of profession happiness and its achieving approaches and makes reflections on the research limitation and sets a greater target for the future research.更多还原