华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2014, Vol. 32 ›› Issue (2): 67-73.

• 心理学 • 上一篇    下一篇

初为人师的困惑与解决 
——实习教师“现实冲击”的理论模型构建

周寰,衣新发,胡卫平   

  1. 陕西师范大学教师专业能力发展中心，现代教学技术教育部重点实验室，西安710062
  • 出版日期:2014-06-20 发布日期:2014-10-05
  • 通讯作者: 周寰,衣新发,胡卫平
  • 作者简介:周寰,衣新发,胡卫平
  • 基金资助:

    国家自然科学基金（项目编号：31271094，31100755）、陕西师范大学中央高校基本科研业务费专项资金项目（项目编号：GK201101001，14SZTZ01）、学习科学交叉学科培育计划、教师教育专项研究课题和2012年研究生教育教学改革研究项目(项目编号：GERP–12–04)。

The confusion of student teacher and its solution ——A theoretical model of student teacher’ s “reality shock”

ZHOU Huan, YI Xinfa, HU Weiping   

  1. MOE Key Laboratory of Modern Teaching Technology, Center for Teacher Professional Ability Development of Shaanxi Normal University, Xi’an 710062, China
  • Online:2014-06-20 Published:2014-10-05
  • Contact: ZHOU Huan, YI Xinfa, HU Weiping
  • About author:ZHOU Huan, YI Xinfa, HU Weiping

RichHTML

32

PDF

2309

摘要： 实习教师在初次接触教育实践过程中，几乎都会体验到理想与现实不相符合的“现实冲击”（reality shock）。这一现象不仅会严重影响教育实习的积极作用，还可能导致实习教师在入职阶段的适应困难，甚至放弃教师职业，因此引起了越来越多研究者的关注。在国内外相关研究成果的基础上，构建了实习教师“现实冲击”的理论模型。该模型对“现实冲击”的内容、结果和影响因素三个方面进行了系统的分析和总结，有利于实习教师自身、师范院校以及实习学校进一步认识这一现象，并采取合理的措施，改善教育实习现状。

关键词: 实习教师, 现实冲击, 教师教育, 教师专业发展

Abstract: During the teaching practice, “reality shock” which refers to the dissonance between ideal and reality is inevitable for almost every student teacher. This phenomenon will not only impair the functions of teaching practice, but also lead to the novice teachers’ poor adaptation and even the decision of leaving the teaching position, thus arouse concern of more and more researchers. A theoretical model of student teacher’s “reality shock” is established based on the results of existing researches. This model systematically analyses and summarizes the content, consequences, and influential factors of “reality shock”, and it is helpful for student teachers, normal colleges, and practice schools to understand this phenomenon more deeply, and take steps to improve the situation of teaching practice.

Key words: student teacher, reality shock, teacher education, professional development of teacher