"双减"背景下义务教育阶段数学教师职业认同的实证研究——基于云贵两省2 892位教师的调查数据
An Empirical Study on the Professional Identity of Mathematics Teachers in Compulsory Education under the Background of "Double Reduction"——Based on the Survey Data Analysis of 2 892 Teachers in Yunnan-Guizhou
姜文1
作者信息
- 1. 贵州师范大学 数学科学学院,贵州 贵阳 550025
- 折叠
摘要
教师职业认同是教师教育研究的热点主题之一.采用问卷和访谈调查了云贵两省 2 892 位义务教育阶段数学教师在"双减"政策背景下的职业认同感,结果显示:"双减"政策背景下义务教育阶段数学教师职业认同的总体水平处于新高;参与课后延时服务可以提高义务教育阶段数学教师的职业归属感和职业认同感;教师的职业认同具有性别、任教学段、学历和职称上的显著差异,而在城乡、地区上差异不显著;是否师范院校毕业对义务教育阶段数学教师的职业认同不产生影响.
Abstract
Teacher professional identity is one of the hot topics in teacher education research.Questionnaires and interviews were used to investigate the professional identity of 2,892 mathematics teachers in compulsory education in Yunnan-Guizhou province under the background of the"double reduction"policy.The results show that the overall level of professional identity of mathematics teachers in compulsory education under the background of"double reduction"policy is at a new high;Participation in after-school extended services can significantly improve the vocational sense of belonging and professional identity of mathematics teachers in compulsory education stage.Teachers'professional identity has significant differences in gender,teaching period,academic qualifications and professional titles,but not significant in urban and rural areas and regions.The professional identity of mathematics teachers in compulsory education is not affected by whether they graduated from normal colleges or not.
关键词
双减/义务教育/数学教师/教师职业认同/教育实证研究Key words
double reduction/China compulsory education/teacher of mathematics/teacher professional identity/education empirical research引用本文复制引用
基金项目
国家社会科学基金(2019)(19BKS175)
全国教育科学规划课题(十三五)(XHA180286)
出版年
2024
国家科技期刊平台
NSTL
万方数据