【作者】 邰鹭明；

【导师】 连榕；

【作者基本信息】 福建师范大学 ， 教育， 2003， 硕士

【摘要】 本研究通过问卷对690名小学、中学及职业中学教师的人性观、教师角色观和学生观的特点及其关系进行探讨。结果表明，积极的人性观是教师学生观和现代教师角色观的有效预测变量。当前教师在人性观上的取向是积极的，因而教师在学生观和角色观上也都呈现出积极的念度。同时教师的角色观和学生观足相对稳定且互相影响的。教师角色观和学生观不会随着教龄的增加或职称的改变而发生变化，且这种稳定性主要体现在教龄五年以上的教师身上，回归分析表明教师对自我角色在新时期下的重新定位，即现代教师角色观是影响他们对学生定位的一个关键因素。此外，当前教师中还存在着两个值得注意的问题：校长的人性观比一般教师的人性观消极；职业中学教师的学生观和角色观比中小学教师的消极。更多还原

【Abstract】 In this study, questionnaires were group administered to 690 teachers of primary school, middle school and professional middle school to explore the characteristics of teachers’ view of human nature, teacher role, student development and their relations. Results indicated that teachers’ active view of human nature was an effective predicted variable of their view of teacher role and student development. In this study, teachers’ view of human nature was active, so their view of teacher role and student development was active. Meanwhile, teachers’ view of teacher role and student development was relatively stable, and influenced mutually. With the vary of teaching history and teacher rank, teachers’ view of teacher role and student development did not vary, and this stability was embodied on teachers who’s teaching history was five year and more. The study reported that teachers’ contemporary view of teacher role effectively influenced on their view of student development. Besides, there was two problems deserved attention: schoolmasters’ view of human nature was passive; the view of teacher role and student development on professional middle school teachers was passive.更多还原