摘要
教育强国战略及高素质科学类教师队伍建设背景下,探析“国优计划”研究生对教师角色的认知情况,对于理解其专业发展状态、优化职前培养策略、提升培养成效具有重要意义。该研究基于83份隐喻文本,运用质性编码与认知网络分析方法,系统考察了该群体对当前角色与未来将要成为的中小学科学类教师角色的认知特点与内在关联。研究发现,该群体对当前角色的认知呈现希望与迷茫并存的复杂图景,表现出期望型、探索型、复合型、迷茫型与创新型五种类型;其对中小学科学类教师角色的理解呈现多元取向,涵盖引导型、启发型、培育型、传授型与价值刚需型五种类型。国优生的当前角色认知类型与未来角色构想之间存在多维联结,期望型、复合型和创新型的学生展现出多元整合的未来教师角色观,而迷茫型与探索型学生对未来教师的角色认知偏向于传统的知识传授层面。研究建议从招生引导、价值涵育、体系贯通与协同育人等方面系统优化培养路径,为推动“国优计划”高质量发展、促进其培养对象角色认知整合与专业身份形成提供理论与实践参照。
Against the backdrop of the strategy to build a strong educational nation and the cultivation of high-quality science teachers,exploring postgraduate students’perceptions of the teacher role under the National Excellent Schoolteacher Training Program holds significant importance for understanding their professional development status,optimizing pre-service training strategies,and enhancing training effectiveness.Based on 83 metaphorical texts,this study employs qualitative coding and cognitive network analysis to systematically examine the characteristics and internal connections of this group's perceptions regarding their current roles and the future roles they will assume as primary and secondary school science teachers.The findings reveal that the group's perception of their current role presents a complex picture intertwining hope and uncertainty,which can be categorized into five types:expectation-oriented,exploration-oriented,composite-oriented,confusion-oriented,and innovation-oriented.Their understanding of the role of primary and secondary school science teachers shows diverse orientations,encompassing five types:guiding-oriented,inspiring-oriented,nurturing-oriented,transmission-oriented,and value-driven demand-oriented.Multidimensional connections exist between the students'current role perceptions and their envisioned future roles.Students with expectation-oriented,composite-oriented,and innovation-oriented perceptions exhibit an integrated and multifaceted view of the future teacher role,while those with confusion-oriented and exploration-oriented perceptions still adhere to traditional knowledge-transmission conceptions of the teacher role.The study proposes systematic optimization of training pathways from perspectives such as enrollment guidance,value cultivation,system integration,and collaborative education,providing theoretical and practical references for promoting the high-quality development of the National Excellent Schoolteacher Training Program and facilitating role perception integration and professional identity formation among its participants.
作者
崔依冉
王晶心
沈晓敏
杨俊杰
Cui Yiran;Wang Jingxin;Shen Xiaomin;Yang Junjie(College of International Education,Shandong University,Jinan 250100,Shandong;Institute for Advanced Studies in Education,Shandong University,Jinan 250100,Shandong;School of Software,Shandong University,Jinan 250101,Shandong)
出处
《中国电化教育》
北大核心
2026年第3期116-123,共8页
China Educational Technology
基金
山东省教育科学“十四五”规划青年重点课题“大数据驱动背景下高校技能型课堂循证教学实施研究”(课题编号:2023QZ008)研究成果。
关键词
隐喻
“国优计划”
科学类教师
角色认知
认知网络分析
metaphor
the National Excellent Schoolteacher Training Program
science teachers
role perception
cognitive network analysis
