發(fā)布時(shí)間：2018-06-05 08:18

  本文選題：研究生 + 師徒功能�。� 參考：《江南大學(xué)》2017年碩士論文

【摘要】：古人云:國(guó)將興,必貴師而重傅。中國(guó)傳統(tǒng)師徒文化以尊師重道為核心,強(qiáng)調(diào)了“事師猶事父”的師徒關(guān)系,明確了教師“傳道、授業(yè)、解惑”三大功能。然而,隨著教育體制的變革,新型師徒文化已沖破傳統(tǒng)師徒文化的閾限,注入了更多的現(xiàn)代化元素。師徒功能作為師徒文化的外在體現(xiàn),被賦予了更高的時(shí)代標(biāo)準(zhǔn)。師徒功能(mentoring function)指導(dǎo)師為幫助學(xué)生提供的全部典型行為,并以師生關(guān)系為紐帶相互作用而衍生出不同發(fā)展性質(zhì)的功能。貫穿于整個(gè)研究生學(xué)術(shù)生涯之中,對(duì)個(gè)體外在能力的提升和內(nèi)在心理的重塑將會(huì)產(chǎn)生重大影響。本研究基于師徒功能理論(Mentoring function theory)、師徒創(chuàng)新模型(Apprenticeship innovation model)、社會(huì)認(rèn)同理論(Social identity theory)和不確定管理理論(Uncertainty management theory),以956名在校研究生為被試,采用師徒功能量表、知識(shí)共享量表、專業(yè)認(rèn)同感量表、心理安全感量表和創(chuàng)造力量表,進(jìn)一步考察研究生師徒功能、知識(shí)共享、研究生專業(yè)認(rèn)同感、創(chuàng)造力及心理安全感之間的邏輯關(guān)系,最終構(gòu)建研究生師徒功能的多重心理效應(yīng)路徑。研究結(jié)論如下:1.本研究自編的《研究生師徒功能問卷》包括四個(gè)維度:社會(huì)心理、角色模范、工具性和人際網(wǎng)絡(luò)。該量表具有較好的信效度,各項(xiàng)指標(biāo)均達(dá)到心理測(cè)量學(xué)標(biāo)準(zhǔn),可作為本土研究生師徒功能的測(cè)量工具。2.師徒功能與研究生創(chuàng)造力呈顯著正相關(guān)關(guān)系,人際網(wǎng)絡(luò)維度與創(chuàng)造力相關(guān)性最強(qiáng)(r=0.469,p0.01);研究生專業(yè)認(rèn)同感與師徒功能呈顯著正相關(guān)關(guān)系,其中專業(yè)價(jià)值感維度與人際網(wǎng)絡(luò)維度相關(guān)性最強(qiáng)(r=0.469,p0.01);師徒功能與研究生心理安全感也存在顯著正相關(guān)的關(guān)系,其中工具性維度與人際安全感相關(guān)性最強(qiáng)(r=0.360,p0.01)。人際網(wǎng)絡(luò)維度、工具性維度均對(duì)研究生創(chuàng)造力具有正向預(yù)測(cè)的作用,其中人際網(wǎng)絡(luò)維度的預(yù)測(cè)作用最強(qiáng)(Beta=0.469,p0.001);工具性維度、人際網(wǎng)絡(luò)維度均正向預(yù)測(cè)專業(yè)認(rèn)同感,其中工具性維度的預(yù)測(cè)作用最強(qiáng)(Beta=0.514,p0.001);工具性維度、社會(huì)心理維度、人際網(wǎng)絡(luò)維度均正向預(yù)測(cè)研究生心理安全感,其中工具性維度的正向預(yù)測(cè)作用最強(qiáng)(Beta=0.349,p0.001)。3.(1)知識(shí)共享在師徒功能(工具性功能、社會(huì)心理功能)與研究生創(chuàng)造力關(guān)系中起完全中介的作用,中介效應(yīng)值對(duì)應(yīng)為0.174和0.052;(2)知識(shí)共享在師徒功能(工具性功能)與專業(yè)認(rèn)同感之間起部分中介的作用,中間效應(yīng)值為0.123,在師徒功能(社會(huì)心理功能)與專業(yè)認(rèn)同感之間起到完全中介的作用,中間效應(yīng)值為0.039;(3)在師徒功能(工具性功能、社會(huì)心理功能)與研究生心理安全感關(guān)系中,知識(shí)共享起部分中介的作用,中介效應(yīng)值對(duì)應(yīng)為0.107和0.034。4.研究生感知的角色模范功能、研究生創(chuàng)造力和專業(yè)學(xué)習(xí)觀在性別上存在顯著差異(t=-2.86,p0.01;t=-3.20,p0.01;t=-2.02,p0.05);研究生感知的角色模范功能(F=6.18,p0.01)、創(chuàng)造力水平(F=7.51,p0.01)、目標(biāo)與計(jì)劃(F=5.98,p0.01)、專業(yè)投入度(F=5.48,p0.01)、人際安全感(F=3.20,p0.05)、確定控制感(F=4.10,p0.05)在專業(yè)上差異顯著,研究生感知的角色模范功能(F=3.20,p0.05)和人際網(wǎng)絡(luò)功能(F=4.10,p0.05)在年級(jí)上差異顯著。研究生感知的社會(huì)心理功能在導(dǎo)生性別上的交互作用顯著。通過本文的研究,一方面豐富了研究生師徒功能的理論成果,構(gòu)建了師徒功能具體作用路徑,另一方面從師徒功能著手,為提高研究生的創(chuàng)新能力、科研能力及自我和諧度提供切實(shí)可行的建議。
[Abstract]:As the ancients cloud: the country will be prosperous, it is necessary to pay more attention to the teacher. The traditional teacher and apprenticeship culture of China is the core of the teacher and apprenticeship, emphasizing the teacher and Apprenticeship of "the father of the Ministry of justice", which has clearly defined the three functions of the teacher's "preaching, teaching, and confusion". However, with the reform of the educational system, the new Shi Tuwen has broken the threshold of the traditional apprenticeship culture and injected more now. The apprenticeship function, as the external embodiment of the apprenticeship culture, is given a higher standard of the times. The instructor of the apprenticeship (mentoring function) provides all the typical behavior to help the students and derives different developmental functions from the relationship between teachers and students. It is based on the Mentoring function theory (Apprenticeship innovation model), the theory of social identity (Social identity theory) and the uncertain management theory (Uncertainty management theory), based on the apprenticeship function theory (Theory), the theory of the social identity (Social identity theory) and the uncertain management theory (Uncertainty management theory). For the subjects, the students used the apprenticeship function scale, the knowledge sharing scale, the professional identity sense scale, the psychological safety scale and the creative power table, and further examined the logical relationship between the postgraduate and the apprenticeship function, the knowledge sharing, the postgraduate professional identity, the creativity and the psychological security, and finally constructed the multiple functions of the graduate students and apprenticeship. The psychological effect path. The conclusions are as follows: 1. the questionnaire of the postgraduate teacher and apprenticeship is composed of four dimensions: social psychology, role model, tool and interpersonal network. The scale has good reliability and validity, each index reaches the standard of psychometrics, and it can be used as a tool for local graduate students and apprenticeship function.2. apprenticeship There is a significant positive correlation with the creativity of postgraduate, the interpersonal network dimension has the strongest correlation with creativity (r=0.469, P0.01); the postgraduate professional identity has a significant positive correlation with the apprenticeship function, and the professional value sense has the strongest correlation with the interpersonal network dimension (r= 0.469, P0.01), and the apprenticeship function and the postgraduate psychological security also exist. In the significant positive correlation, the relationship between the instrumental dimension and the interpersonal security is the strongest (r=0.360, P0.01). The interpersonal network dimension and the instrumental dimension have the positive predictive effect on the postgraduate creativity, in which the interpersonal network dimension is the strongest (Beta=0.469, p0.001); the tool dimension and the interpersonal network dimension are positively predicted. Professional identity, among which tool dimension has the strongest predictive effect (Beta=0.514, p0.001); instrumental dimension, social psychological dimension and interpersonal network dimension are all positive predictive of postgraduate psychological security. The positive predictive effect of tool dimension (Beta=0.349, p0.001).3. (1) knowledge sharing is the apprentice function (instrumental function, social heart) There is a complete intermediary role in the relationship with the creativity of postgraduate. The value of intermediary effect is 0.174 and 0.052; (2) knowledge sharing plays a partial intermediary role between the apprenticeship function (instrumental function) and professional identity, and the median effect value is 0.123. It plays a complete role between the apprenticeship function (social psychological function) and professional identity. The intermediate effect value is 0.039; (3) in the relationship between the apprenticeship function (instrumental function, social psychological function) and the postgraduate psychological security, knowledge sharing plays a part of the role of intermediary, the value of mediator effect corresponds to the role model function of 0.107 and 0.034.4. postgraduates, and the postgraduate creativity and professional learning view exist in sex. Differences (t=-2.86, P0.01; t=-3.20, P0.01; t=-2.02, P0.05); the role model function (F=6.18, P0.01) perceived by postgraduate, creativity level (F=7.51, P0.01), goal and plan (F=5.98, P0.01), professional input, interpersonal security, professional difference, postgraduate perception angle The F=3.20 (P0.05) and the interpersonal network function (F=4.10, P0.05) have significant differences in grade. The social psychological function of graduate students has a significant interaction on the sex of guidance. Through this study, the theoretical results of the function of the postgraduate and apprenticeship are enriched, the specific function path of the apprenticeship function is constructed, and the other is from the other. The apprenticeship function will provide practical suggestions for improving postgraduate's innovative ability, scientific research ability and self consistency and congruence.
【學(xué)位授予單位】：江南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G643

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