摘要
“双减”政策推动教师角色的转型和重塑,必然倒逼教师职前培养变革。为探明“双减”背景下师范生对教师角色认知的现状及其影响因素,采用问卷调查法对Z大学小学教育专业师范生进行研究,结果发现:“双减”背景下师范生对教师角色认知总体处于中等偏上水平,“组织与管理者”一级角色认知最高,“沟通与合作者”一级角色认知相对最低;影响因素一级维度中的社会因素显著正向影响师范生对教师角色的认知。提高师范生对教师角色认知的水平,可采取以下策略:提高教师社会地位,营造潜心教书育人氛围;聚焦教师角色转型,反向设计课程体系;探索协同育人模式,增进师范生对教师角色的体悟;注重师范生自主学习,拓宽角色认知提升路径。
The“double reduction”policy promotes the transformation and reshaping of teachers’roles,which inevitably drives reforms in pre-service teacher education.To understand the current status of pre-service teachers’perceptions of teachers’roles and their influencing factors under the“double reduction”context,a study was conducted using a questionnaire survey among pre-service teachers majoring in primary education at University Z.The findings indicate that pre-service teachers perceive their future roles generally at a moderately high level,with“organizers and managers”among the primary role dimensions being the most strongly endorsed dimension,while“communicators and collaborators”receiving the lowest ratings.Social factors among the primary influencing dimensions demonstrate a significantly positive impact on their perceptions of teachers’roles.The following strategies have been proposed to enhance their perceptions of teachers’roles:elevating the social status of teachers and creating an environment focused on teaching and education;concentrating on the transformation of teachers’roles and reversely designing the curriculum;exploring collaborative education models to deepen pre-service teachers’understanding of teachers’roles;and emphasizing autonomous learning among pre-service teachers to broaden the pathways for enhancing role perceptions.
作者
俞婷婕
朱浩楠
YU Tingjie;ZHU Haonan(College of Education,Zhejiang Normal University,Jinhua 321004,China;School of Teacher Education(Physical Education),Taizhou University,Linhai 317000,China)
出处
《浙江师范大学学报(社会科学版)》
2025年第2期96-107,共12页
Journal of Zhejiang Normal University(Social Sciences)
基金
国家社会科学基金教育学一般项目“我国拔尖创新人才早期发现和选拔培养机制研究”(BGA230257)。
关键词
“双减”政策
教师角色认知
师范生
小学教育专业
“double reduction”policy
perceptions of teachers’roles
pre-service teachers
primary education major
