浅谈中小学教师教育尊重现状,教育硕士论文

浅谈中小学教师教育尊重现在状况,教育硕士论文老师对学生的尊重在学生发展乃至社会化成长经过中起着重要作用。当代教育理念更强调老师尊重学生。调查表示清楚，老师尊重学生的整体状况良好，但在详细施行经过中仍有缺乏，或对尊重没有充分理解，致使出现不敢管、不能管、不想管的现象。在当今素质教育的施行中，老师尊重学生是一个迫切的现实要求。因而，笔者在分析和梳理前人研究成果的基础上，开场了对该课题的硕士论文研究。本文首先在前人研究的基础上，讨论了尊重的思想内涵，界定了尊重和教育尊重的概念，同时区分了尊重教育和教育尊重的区别。在本文中以为，尊重教育即是学生学会尊重别人、尊重老师，这一方面的尊重不仅仅是教育的目的，也是学生处理人际关系、师生关系的准则；而教育尊重，即是尊重学生，主要指的是教育者应将学生看成是一个独立的、自由的、完好的、具有独特天性、人格和尊严的人，是老师处理师生关系的准则。然后分析对本文能够起到支撑作用的理论基础，如主义人学理论、马斯洛的需要层次理论、多元智能理论、儿童智力发展阶段理论、甚至是我们国家相应的法律规定。通过上述理论的阐述为后文的分析奠定了基础。其次，借鉴狄龙的尊重四要素，采用问卷调查的形式，分析老师尊重学生的几大方面。本文通过调查中小学老师对于学生的尊重现在状况，对老师尊重学生内容进行了教育的理论与实践的初步探寻求索。分析老师对学生的尊重哪些方面未做到位，并从性别、年龄、职称、教龄、学历、任教学段、专业相关性等几个角度分析对学生尊重的影响。发现从整体考虑，中小学老师在行为上做的比其他方面更为优秀，也就是讲，现代的中小学老师是比拟注重自个言行举止的，基本能做到言传身教。本研究调查了中小学老师对学生的尊重现在状况，总结出中小学老师对学生的尊重现在状况中的问题。然后，以SPSS180为研究工具，进行相关分析和典型案例分析，试图分析并提炼出老师尊重学生存在的一些问题，调查结果显示老师的性别、职称、学段、教龄等方面对老师尊重学生有重要影响。女性老师更为尊重学生；见习老师反而比被评为中小学二级的老师对学生更为尊重；小学老师比其他学段的老师对学生更为关注；而教龄在20年以上的老师反而对学生不太关注了。最后，基于上述结果，分别对老师、学校提出相应的建议与策略。本研究提出应从老师教育行为的性别特色出发，重塑老师教育尊重理念；对学生的尊重应做到因材施教；重视老师职业生涯发展中的教育尊重心态的变化，提升老师的教育关注和对学生的理解加强教育理论学习，提升中小学老师的专业素养等建议。固然本文中根据的狄龙尊重四要素不够详细和精到准确，甚至与中国人对尊重的理解有一定的偏差，但是通过从这几方面的分析，也有利于中小学老师对尊重的理解及对自个在教育教学中一言一行，所思所想的审视。本文关键词语：教育尊重,中小学老师,学生AbstractTeachersrespectforstudentsplaysanimportantroleinthedevelopmentofstudentsandevenintheprocessofsocializationModerneducationalphilosophyemphasizesteachersrespectforstudentsThesurveyshowsthatteachersrespectstudentsinagoodoverallsituation,buttherearestillshortcomingsinthespecificimplementationprocess,orlackofafullunderstandingofrespect,resultinginthephenomenonofdarenotmanage,cannotmanage,donotwanttomanageIntheimplementationofqualityeducationnowadays,itisanurgentandrealisticrequirementforteacherstorespectstudentsTherefore,onthebasisofanalyzingandcombingthepreviousresearchresults,theauthorbegantostudythemastersthesisonthissubjectFirstly,onthebasisofpreviousstudies,thispaperexplorestheideologicalconnotationofrespect,definestheconceptsofrespectandeducationrespect,anddistinguishesthedifferencebetweenrespecteducationandeducationrespectInthispaper,Ithinkthatrespecteducationisnotonlythepurposeofeducation,butalsothecriterionforstudentstodealwithinterpersonalandteacher-studentrelations,evenifstudentslearntorespectothersandteachersAndrespecteducationmeansrespectingstudents,mainlyreferringtoeducatorsshouldregardstudentsasanindependent,free,complete,uniquenatureandpersonPersonswithdignityandcharacterarethecriteriaforteacherstodealwiththerelationshipbetweenteachersandstudentsSecondly,itanalysesthetheoreticalbasiswhichcansupportthispaper,suchasMarxisttheoryofhumanstudies,Maslowshierarchyofneedstheory,multipleintelligencetheory,thetheoryofchildrensintellectualdevelopmentstage,andeventhecorrespondinglegalprovisionsofourcountryTheelaborationoftheabovetheorylaysafoundationforthelateranalysisSecondly,drawingonDillonsfourelementsofrespect,usingtheformofquestionnaires,thispaperanalysesseveralaspectsofteachersrespectforstudentsByinvestigatingthestatusquoofteachersrespectforstudentsinprimaryandsecondaryschools,thispapermakesapreliminaryexplorationonthetheoryandpracticeofteachersrespectforstudentscontentThispaperanalyseswhataspectsofteachersrespectforstudentsarenotinplace,andfromtheperspectivesofgender,age,professionaltitle,teachingage,educationalbackground,teachingsectionandprofessionalrelevance,italsoanalysestheinfluenceonstudentsrespectItisfoundthatingeneral,primaryandsecondaryschoolteachersarebetterthanothersintheirbehaviorThatistosay,contemporaryprimaryandsecondaryschoolteacherspaymoreattentiontotheirownwordsanddeeds,andcanbasicallyteachbyexampleThisstudyinvestigatesthestatusquoofteachersrespectforstudentsinprimaryandsecondaryschools,andsummarizestheproblemsinthestatusquoofteachersrespectforstudentsinprimaryandsecondaryschoolsThen,usingSPSS180astheresearchtool,thispapercarriesoutrelevantanalysisandtypicalcaseanalysis,tryingtoanalyzeandextractsomeproblemsexistinginteachersrespectforstudentsThesurveyresultsshowthatteachersgender,professionaltitle,schoolsegmentandteachingagehaveimportantinfluenceonteachersrespectforstudentsFemaleteachersrespectstudentsmore;ProbationaryTeachersrespectstudentsmorethansecondaryteachers;primaryteacherspaymoreattentiontostudentsthanotherteachers;whileteachersover20yearsofagepaylessattentiontostudentsFinally,basedontheaboveresults,thecorrespondingsuggestionsandstrategiesareputforwardforteachersandschoolsrespectivelyThisstudyproposesthatweshouldstartfromthegendercharacteristicsofteacherseducationalbehavior,reshapetheconceptofteacherseducationalrespect,teachstudentsinaccordancewiththeiraptitude,payattentiontothechangeofteacherseducationalrespectmentalityincareerdevelopment,enhanceteacherseducationalconcernandunderstandingofstudents,strengthenthestudyofeducationaltheory,andenhanceteachersprofessionalqualityinprimaryandsecondaryschoolsAlthoughthefourelementsofDilongsrespectinthispaperarenotspecificandpreciseenough,andevendeviatefromourChineseunderstandingofrespect,theanalysisfromtheseaspectsisalsoconducivetoourprimaryandsecondaryschoolteachersunderstandingofrespectandtheirownwords,deedsandthoughtsineducationandteachingKeyWords:RespectforEducation,PrimaryandSecondarySchoolTeachers，Students目录文章为硕士论文，如需全文请点击底部下载全文链接】〔二〕教育尊重二、教育尊重理念的理论基础〔一〕主义人学理论〔二〕人的需要层次理论〔三〕多元智力理论〔四〕儿童发展理