【摘要】： 生存,一直以來都是人類社會不懈的向往與追求。特別是隨著建設和諧社會和教師生存研究的興起,弱勢教師群體生存狀態(tài)的研究更顯得當務之急。但是目前國內對非在編幼兒園教師這一弱勢教師群體的研究還極少。 半研究采用量的研究與質的研究相結合的方法,從業(yè)余休閑生活、工作環(huán)境、身份和地位、專業(yè)發(fā)展和教師工作基本情況五個方面的維度入手,通過自行編制了《非在編幼兒園教師生存狀態(tài)研究問卷》和訪談提綱,對上海市的10個區(qū)縣的的320名公辦幼兒園的教師進行了調查,其中非在編幼兒園教師160名,在編幼兒園教師160名。通過獨立樣本T檢驗,方差分析和開放式訪談,對上海市非在編幼兒園教師的生存狀態(tài)進行了比較深入的研究和反思。 研究結果發(fā)現(xiàn),目前非在編幼兒園教師在業(yè)余休閑生活(節(jié)假日參與園所活動、平時參與園所休閑活動、業(yè)余時間的內容與愛好、交往對象、休閑支出);工作環(huán)境(園所硬件設施、參與園所管理、人際關系、權利和權益維護);身份和地位(身份、社會地位);專業(yè)發(fā)展(專業(yè)發(fā)展途徑、專業(yè)選擇權和話語權、成就感)和教師工作基本情況(薪酬待遇、考核評價、身體健康、工作負荷)等方面與在編幼兒園教師相比存在著很大差異,與在編幼兒園教師相比,非在編幼兒園教師享受的休閑文化生活質量不高;非在編幼兒園教師的工作環(huán)境不容樂觀;非在編幼兒園教師的身份和地位偏低;非在編幼兒園教師的專業(yè)發(fā)展極其困難;非在編幼兒園教師待遇低下。 接著本研究經(jīng)過后期訪談,本研究主要從社會因素、教育行政部門的因素和教師個人主觀因素對非在編幼兒園教師的生存狀態(tài)的影響因素進行了初步的分析,并從存在主義視角對非在編幼兒園教師的生存狀態(tài)進行了反思,從而得出了非在編幼兒園教師是邊緣人;非在編幼兒園教師是隱形人;非在編幼兒園教師是套中人的結論。
[Abstract]:Survival has always been the unremitting yearning and pursuit of human society. Especially with the construction of a harmonious society and the rise of teachers' survival research, the study of the living state of the disadvantaged teachers is even more urgent. But at present, there are few researches on non-kindergarten teachers in China. The semi-research adopts the method of combining quantitative research with qualitative research, starting with the dimensions of amateur leisure life, work environment, status and status, professional development and the basic situation of teachers' work. By compiling the questionnaire on the living state of teachers in non-working kindergartens and the outline of interviews, 320 teachers of public kindergartens in 10 districts and counties of Shanghai were investigated, among which 160 teachers were non-teachers in kindergartens. There are 160 teachers in kindergarten. Through independent sample T-test, ANOVA and open interview, this paper makes a deep research and reflection on the living state of non-kindergarten teachers in Shanghai. The results show that at present, the teachers of non-editorial kindergartens are engaged in leisure activities in their spare time (participating in the activities of the park during holidays, in leisure activities in the garden in peacetime, in the contents and hobbies of their spare time, in the objects of communication, etc.) Leisure expenditure); working environment (hardware facilities of the garden, participation in the management of the garden, interpersonal relations, rights and interests maintenance); identity and status (identity, social status); professional development (professional development path, professional options and voice rights), There are great differences between teachers and teachers in terms of salary, assessment, health, workload and so on. The quality of leisure cultural life enjoyed by non-kindergarten teachers is not high; the working environment of non-kindergarten teachers is not optimistic; the status and status of non-kindergarten teachers are on the low side; the professional development of non-kindergarten teachers is extremely difficult; The salary of non-kindergarten teachers is low. Then after the later interview, this study mainly analyzes the influence factors of non-kindergarten teachers' living state from the social factors, the factors of educational administration and the teachers' personal subjective factors. From the perspective of existentialism, the author reflects on the living state of non-kindergarten teachers, and concludes that non-kindergarten teachers are marginal people, non-kindergarten teachers are invisible people, and non-kindergarten teachers are middle people.
【學位授予單位】：華東師范大學
【學位級別】：碩士
【學位授予年份】：2009
【分類號】：G615

【引證文獻】

相關期刊論文 前1條

1 康永祥;雷勇;;被邊緣化的幼兒園教師職業(yè):基于勞動力市場分割的視角[J];特立學刊;2013年03期

相關碩士學位論文 前5條

1 于子麗;民辦幼兒園教師生存現(xiàn)狀研究[D];華東師范大學;2011年

2 張亞兵;廣西邊境國門學校教師生存狀況調查研究[D];廣西師范大學;2011年

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4 張云亮;國家扶貧縣農村幼兒教師精神生活狀況考察[D];華東師范大學;2012年

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本文編號：2181898