教师的人性观、角色观和学生观及其关系的研究
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摘要
本研究通过问卷对690名小学、中学及职业中学教师的人性观、教师角色观和学生观的特点及其关系进行探讨。结果表明，积极的人性观是教师学生观和现代教师角色观的有效预测变量。当前教师在人性观上的取向是积极的，因而教师在学生观和角色观上也都呈现出积极的念度。同时教师的角色观和学生观足相对稳定且互相影响的。教师角色观和学生观不会随着教龄的增加或职称的改变而发生变化，且这种稳定性主要体现在教龄五年以上的教师身上，回归分析表明教师对自我角色在新时期下的重新定位，即现代教师角色观是影响他们对学生定位的一个关键因素。此外，当前教师中还存在着两个值得注意的问题：校长的人性观比一般教师的人性观消极；职业中学教师的学生观和角色观比中小学教师的消极。
In this study, questionnaires were group administered to 690 teachers of primary school, middle school and professional middle school to explore the characteristics of teachers' view of human nature, teacher role, student development and their relations. Results indicated that teachers' active view of human nature was an effective predicted variable of their view of teacher role and student development. In this study, teachers' view of human nature was active, so their view of teacher role and student development was active. Meanwhile, teachers' view of teacher role and student development was relatively stable, and influenced mutually. With the vary of teaching history and teacher rank, teachers' view of teacher role and student development did not vary, and this stability was embodied on teachers who's teaching history was five year and more. The study reported that teachers' contemporary view of teacher role effectively influenced on their view of student development. Besides, there was two problems deserved attention: schoolmasters' view of human nature was passive; the view of teacher role and student development on professional middle school teachers was passive.
In this study, questionnaires were group administered to 690 teachers of primary school, middle school and professional middle school to explore the characteristics of teachers' view of human nature, teacher role, student development and their relations. Results indicated that teachers' active view of human nature was an effective predicted variable of their view of teacher role and student development. In this study, teachers' view of human nature was active, so their view of teacher role and student development was active. Meanwhile, teachers' view of teacher role and student development was relatively stable, and influenced mutually. With the vary of teaching history and teacher rank, teachers' view of teacher role and student development did not vary, and this stability was embodied on teachers who's teaching history was five year and more. The study reported that teachers' contemporary view of teacher role effectively influenced on their view of student development. Besides, there was two problems deserved attention: schoolmasters' view of human nature was passive; the view of teacher role and student development on professional middle school teachers was passive.
引文
[1]辛涛、申继亮：《论教师的教育观念》，北京师范大学学报，1999，(1)：P14-19
[2]李瑾瑜、柳德玉、牛震乾：《课程改革与教师角色转换》，中国人事出版社会2002年7月第1版：P96
[3]韩愈：《师说》，《古代散文选》(中册)，人民教育出版社1963年7月第1版：P61。
[4]许慎：《说文解字》，《小学教育学教程》，人民教育出版社1995年12月第2版：P3。
[5]《学会生存——教育世界的今天和明天》[M]，北京：教育科学出版社，1996年版：P10
[6]胡悟：略论教学观念的转变[J]．重庆建筑高等专科学校学报，1998(1)：P43．
[7]C·A·冯·皮尔森[荷]：《文化战略》[M]，北京：中国社会科学出版社，1992年版：P158
[8]余文森：《新课程与教学改革，走进新课程——与课程实施者对话》，P116-118
[9]《学会生存——教育世界的今天和明天》[M]，北京：教育科学出版社，1996年版：P108
[10]罗明东、解继丽：《从“教学相长”到“教研相长”——当代中小学教师角色观发展的一个新方向》[J]，云南师范大学学报，1998(4)：P40．
[11]辛涛、申继亮：《论教师的教育观念》，心理学理论与教育，广西师范大学出版社1999年8月第1版：P240
[12]张斌贤、丛立新：《当代教育新观念》M，北京：中国铁道出版社：P145
[13]和学新：《学科课程理论形态的确立——要素主义课程评述》，西北师范大学学报，2001(6)：P12
[14]汪向东编：《心理卫生评定量表手册》，中国心理卫生杂志社1999年12月增订版：P179
[15]邓凤：《浅论论教师的两种学生观》，现代教育研究，2000(4)：P30
[16]刘兴杰：《走出几个误区，树立正确的学生观》，河南教育学院学报哲学社会科学版，2001(2)：P13
[2]李瑾瑜、柳德玉、牛震乾：《课程改革与教师角色转换》，中国人事出版社会2002年7月第1版：P96
[3]韩愈：《师说》，《古代散文选》(中册)，人民教育出版社1963年7月第1版：P61。
[4]许慎：《说文解字》，《小学教育学教程》，人民教育出版社1995年12月第2版：P3。
[5]《学会生存——教育世界的今天和明天》[M]，北京：教育科学出版社，1996年版：P10
[6]胡悟：略论教学观念的转变[J]．重庆建筑高等专科学校学报，1998(1)：P43．
[7]C·A·冯·皮尔森[荷]：《文化战略》[M]，北京：中国社会科学出版社，1992年版：P158
[8]余文森：《新课程与教学改革，走进新课程——与课程实施者对话》，P116-118
[9]《学会生存——教育世界的今天和明天》[M]，北京：教育科学出版社，1996年版：P108
[10]罗明东、解继丽：《从“教学相长”到“教研相长”——当代中小学教师角色观发展的一个新方向》[J]，云南师范大学学报，1998(4)：P40．
[11]辛涛、申继亮：《论教师的教育观念》，心理学理论与教育，广西师范大学出版社1999年8月第1版：P240
[12]张斌贤、丛立新：《当代教育新观念》M，北京：中国铁道出版社：P145
[13]和学新：《学科课程理论形态的确立——要素主义课程评述》，西北师范大学学报，2001(6)：P12
[14]汪向东编：《心理卫生评定量表手册》，中国心理卫生杂志社1999年12月增订版：P179
[15]邓凤：《浅论论教师的两种学生观》，现代教育研究，2000(4)：P30
[16]刘兴杰：《走出几个误区，树立正确的学生观》，河南教育学院学报哲学社会科学版，2001(2)：P13