【作者】 徐新年；

【导师】 金育强；

【作者基本信息】 湖南师范大学 ， 课程与教学论， 2006， 硕士

【摘要】 对湖南省高校体育教师近年来的流失(特别是隐性流失)比较严重这一社会现象进行理论研究和实践考察，笔者发现流动教师这一群体中体育教师对“教师职业”的认同普遍偏低。有少数体育教师职业思想不够稳定，不安心本职工作，想办法跳出教育圈，特别是不少骨干体育教师离开教学岗位，流动到行政机关等其它部门、行业，削弱了学校体育师资力量，这是体育事业的一种潜在危机。针对体育教师对本职业认同的忽视，我们提出提高教师职业认同，加强湖南省高校体育教师师资建设，稳定教师队伍，消除教师职业倦怠，更好为“科教兴国”保驾护航。“教师职业认同”并不是一个稳定的实体，而是不断变化的。其认同是一个动态的平衡，即职业形象和个体所扮演角色之间的平衡。体育教师的职业认同，既是一种过程，也是一种状态。过程是指个体自我从自己的经历中逐渐发展确认自己的“角色”；状态是指教师个体对自己所从事的教师职业的认同程度。高校体育教师对自我的职业认同包括教师对职业的认识、对职业的情感、对职业的期望、对职业的意志、对职业的价值观、对自己职业技能的感知等六个方面因素。为了了解当前湖南省高校体育教师的自我职业认同现状，笔者通过自设问卷对省内高校体育教师从职业认识、职业情感、职业期望、职业意志、职业价值、职业技能等六个方面因素进行分析。从教师自身、社会、教师工作环境三个方面调查统计。统计初步结果显示：我省高校体育教师整体自我职业认同偏高；自我职业认同存在明显的性别、职称、年龄、学历等差异；不同工资水平、职业动机、离岗离职倾向对体育教师的自我职业认同有重要影响。由此我们认为，体育教师自我职业认同程度与个人、社会、工作环境有关，同时提出以下建议：提高教师社会地位；建立完善的社会保障体系和社会支持系统；学校应尊敬体育教师；培养体育教师，加快教师的专业化发展；教师自身应坚定教育信仰，提高对教师职业的认识；正确认识职业认同，克服职业倦怠，提高自身专业水平，促进自身发展，塑造体育教师自身形象。更多还原

【Abstract】 After theoretical analysis and practical research of the increasingly obvious phenomenon of the draining of college PE teachers (including those PE teachers who are absentminded in teaching), the author has noticed that among those floating teachers, PE teachers’ professional consciousness is comparably low. Some of them are not faithful enough to their work; they are sometimes troubled by the idea of giving up teaching to try some other jobs. This phenomenon is becoming a potential crisis especially when some key PE teachers leave their teaching position for other departments or fields, e. g. to work in the government. Their leaving is a great loss for physical education. In view of tackling the problem of college PE teachers’ neglect of their professional consciousness, we suggest reinforcing the PE faculty construction, stabilizing the faculty team, eliminating teachers’ negligence to safeguard the educational cause.Teachers’ professional consciousness is not still but constently changing. It is in a dynamic balance, i. e. the balance between their professional images and the roles they are playing. Such consciousness is a changing process as well as a state of mind. It is a process because teachers gradually realize their role from their experiences; it is also a state of mind because it shows in what degree they recognize their roles as PE teachers. It consists of professional understanding, professional emotion, professional expectation, professional will, progessional value and professional sense towards techniques, all together six factors.In order to get a better understanding of the present condition of the professional consciousness of the college PE teachers in Hunan Province, we designed a research paper with questions concerning those six factors above. After this questionnaire survey, we have carefully analyzed the feedback and the statistics in three perspectives: individual, society and working condition. The statistics show that the professional consciousness of the PE teachers in Hunan Province is comparably high in average and the degree of professional consciousness defers because of different genders, professional qualifications, ages and academic credentials, etc.. It is also greatly influenced by their wage, their motives and their inclination to change a job. Thus we come to this understanding that the individual, the society and the working condition, each of them plays a very important role in forming PE teachers’ professional consciousness. We propose to promote teachers’ social status, build a perfect social ensure system and social support system; we also advocate that colleges and universities should respect their PE teachers, train them, and accelerate the professional improvement of them. At the same time, teachers themselves should insist in the belief of education, gain a better understanding of their profession, realize the important role of their professional consciousness in teaching, overcome the negligence in their work, improve their teaching proficiency and themselves, and build a better image for PE teachers.更多还原