基于素质教育的中学职业指导教师胜任特征研究
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摘要
中学职业指导教师是素质教育的具体实践者和重要促进者,从素质教育出发,借鉴胜任特征理论,探索构建中学职业指导教师胜任特征模型,对推动中学职业指导教师队伍建设,深入推进职业指导和素质教育,具有多重意义。在素质教育、职业指导和胜任特征等方面均有大量颇富成效的研究,但很少有人以这三者作为三元理论基础来研究中学职业指导教师胜任特征。该研究基于三元理论基础,通过文献比较、问卷调查、行为事件访谈等途径,广泛调研中学职业指导教师、中学生、相关行政管理人员和专家,搜集信息,总结提炼,初步构建起了中学职业指导教师胜任特征模型。
中学职业指导教师胜任特征涉及2个维度6个方面27条,两个维度分别为基准性胜任特征和鉴别性胜任特征。基准性胜任特征包括中学教育岗位通用知识技能、中学职业指导教师专业知识技能等两个方面。前者主要指其中学教育岗位基本知识体系、学习创新能力、教育教学能力、素质教育素养等,后者主要指其职业指导相关专业知识结构体系、对升学环境及就业环境的洞察能力与预测能力、对学生个体与群体心理特征及职业素养的把握能力、沟通协调与组织管理能力、校本开发能力等。鉴别性胜任特征包括社会角色、自我概念、特质、动机等四个方面。中学职业指导教师应扮演学生生涯引路人、学业促进者、关系协调人、生活知心人、共同发展者等多重角色。自我概念胜任特征主要体现在家庭自我、社会心理自我、工作自我、生理自我、道德自我等方面,其特质应外倾乐群、宜人可信、中正原则、审慎稳重、平等助人,在动机方面表现为事业心强、坚信理想、教学效能感强。所有胜任特征均与中学职业指导教师绩效存在相关性,基准性胜任特征是对其素质的基础性要求,不能区别绩效。而鉴别性胜任特征是其取得良好绩效和在职位上取得成功的必备素质。加强胜任特征研究能为选拔、培养、培训和评估中学职业指导教师提供重要的实践指导。
The middle school vocational guidance teacher is the concrete practitioner and the important promoter of all-around development. On the basis of education for all-around development and drawing upon the competency theory, we found that to build a model for the construction of middle school vocational guidance teacher has multiple significances in promoting the middle school vocational guidance teacher staff construction, the thorough advancement vocational guidance and the education for all-around development. Though there are a lot of previous studies on education .for all-around development, on vocational guidance and on competency theory, few studies employ these Three Basic Theories to study the competency of the middle school vocational guidance teachers. Based on Three Basic Theories, this study has built a competency model for middle school vocational guidance teachers by employing the methods of literature comparison, questionnaire survey and behavior event interview to do an investigation on middle school vocational guidance teachers, middle-school students, related administration personnel and experts, to collect information and to make a summary
The competency model of middle school vocational guidance teacher includes two dimensions, which consists of six aspects, containing 27 points. Two dimensions refer to the threshold competency and the differentiating competency. The threshold competency includes general knowledge and skills of secondary education, the specialized knowledge and skills of middle school vocational guidance teacher and so on. The former mainly refers to its elementary knowledge system of secondary education post, the innovation ability of study, the education teaching faculty, the education for all-around development accomplishment and so on. The latter mainly refers to specialized knowledge structure system related to vocational guidance, the abilities to observe and predict the environment for entering higher schools and for employment, the abilities to grasp individual student'psychological features and the community psychological features, the professional accomplishment assurance ability, communication coordinated ability and the organization capacity and so on. The differentiating competency includes four aspects:social role, self-concept, special characteristic, motivation. The middle school vocational guidance teacher should play multiple roles, such as the student profession leader, the study promoter, the negotiator, the life adviser and the partner, etc. The self-concept competency mainly manifests in the following aspects:the family self-consciousness, the social psychology self-consciousness, work self-consciousness, the physiology self-consciousness, the moral self-consciousness. Its special characteristic should include being sociable, credible, honest, steady and helpful. Displaying in the motivation aspect, it shows the dedication to work, beliefs in ideal and strong teaching potency feeling. All competency features are relevant to the achievements of middle school vocational guidance teacher. The threshold competency is to its quality foundational request, it cannot distinguish the achievements. But the differentiating competency is the necessary quality to obtain the good achievements and success in the position. Strengthening the competency research will provide important practice instruction for selecting, fostering, training and assessing the middle school vocational guidance teacher.
中学职业指导教师胜任特征涉及2个维度6个方面27条,两个维度分别为基准性胜任特征和鉴别性胜任特征。基准性胜任特征包括中学教育岗位通用知识技能、中学职业指导教师专业知识技能等两个方面。前者主要指其中学教育岗位基本知识体系、学习创新能力、教育教学能力、素质教育素养等,后者主要指其职业指导相关专业知识结构体系、对升学环境及就业环境的洞察能力与预测能力、对学生个体与群体心理特征及职业素养的把握能力、沟通协调与组织管理能力、校本开发能力等。鉴别性胜任特征包括社会角色、自我概念、特质、动机等四个方面。中学职业指导教师应扮演学生生涯引路人、学业促进者、关系协调人、生活知心人、共同发展者等多重角色。自我概念胜任特征主要体现在家庭自我、社会心理自我、工作自我、生理自我、道德自我等方面,其特质应外倾乐群、宜人可信、中正原则、审慎稳重、平等助人,在动机方面表现为事业心强、坚信理想、教学效能感强。所有胜任特征均与中学职业指导教师绩效存在相关性,基准性胜任特征是对其素质的基础性要求,不能区别绩效。而鉴别性胜任特征是其取得良好绩效和在职位上取得成功的必备素质。加强胜任特征研究能为选拔、培养、培训和评估中学职业指导教师提供重要的实践指导。
The middle school vocational guidance teacher is the concrete practitioner and the important promoter of all-around development. On the basis of education for all-around development and drawing upon the competency theory, we found that to build a model for the construction of middle school vocational guidance teacher has multiple significances in promoting the middle school vocational guidance teacher staff construction, the thorough advancement vocational guidance and the education for all-around development. Though there are a lot of previous studies on education .for all-around development, on vocational guidance and on competency theory, few studies employ these Three Basic Theories to study the competency of the middle school vocational guidance teachers. Based on Three Basic Theories, this study has built a competency model for middle school vocational guidance teachers by employing the methods of literature comparison, questionnaire survey and behavior event interview to do an investigation on middle school vocational guidance teachers, middle-school students, related administration personnel and experts, to collect information and to make a summary
The competency model of middle school vocational guidance teacher includes two dimensions, which consists of six aspects, containing 27 points. Two dimensions refer to the threshold competency and the differentiating competency. The threshold competency includes general knowledge and skills of secondary education, the specialized knowledge and skills of middle school vocational guidance teacher and so on. The former mainly refers to its elementary knowledge system of secondary education post, the innovation ability of study, the education teaching faculty, the education for all-around development accomplishment and so on. The latter mainly refers to specialized knowledge structure system related to vocational guidance, the abilities to observe and predict the environment for entering higher schools and for employment, the abilities to grasp individual student'psychological features and the community psychological features, the professional accomplishment assurance ability, communication coordinated ability and the organization capacity and so on. The differentiating competency includes four aspects:social role, self-concept, special characteristic, motivation. The middle school vocational guidance teacher should play multiple roles, such as the student profession leader, the study promoter, the negotiator, the life adviser and the partner, etc. The self-concept competency mainly manifests in the following aspects:the family self-consciousness, the social psychology self-consciousness, work self-consciousness, the physiology self-consciousness, the moral self-consciousness. Its special characteristic should include being sociable, credible, honest, steady and helpful. Displaying in the motivation aspect, it shows the dedication to work, beliefs in ideal and strong teaching potency feeling. All competency features are relevant to the achievements of middle school vocational guidance teacher. The threshold competency is to its quality foundational request, it cannot distinguish the achievements. But the differentiating competency is the necessary quality to obtain the good achievements and success in the position. Strengthening the competency research will provide important practice instruction for selecting, fostering, training and assessing the middle school vocational guidance teacher.
引文
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