摘要
目的:了解特殊教育教师反思现状的特点,并进一步探讨特殊教育教师反思与职业倦怠的关系。方法:采用自编的特殊教育教师职业反思问卷测查了263名特殊教育教师。结果表明:(1)特殊教育教师的反思情况属于中度反思,四个维度的得分顺序为情感因素最高,其次是元认知与认知因素、教化因素最低。(2)不同教龄的教师反思差异显著。(3)教师反思水平越高,职业倦怠水平越低,教师反思对职业倦怠有负向影响,且教师反思中的认知因素、元认知因素、情感因素对职业倦怠均有负向影响作用。
The present study aims to explore special education teachers＇ self-reflections, and their relation- ship with the job burnout of special education teachers, by using questionnaires to survey 263 special education teachers. The results show the following： （1） the special education teachers show a moderate degree of self-reflections in four dimensions, of which emotional factors score the highest, followed by metacognition, cognitive factors, and enlightenment; （2） the special education teachers with different teaching experience show a significant difference in their self-reflections; and （3） the special education teachers＇ self-reflections, as well as their cognitive, metacognitive and emotional factors, have a negative effect on their job burnout.
出处
《中国特殊教育》
CSSCI
北大核心
2014年第6期73-77,共5页
Chinese Journal of Special Education
关键词
特殊教育教师
教师反思
职业倦怠
special education teachers
teachers＇ self-reflections
job burnout
