| 中文题名： | 学校中的教师礼仪研究——以北京市Y校为例 |
| 姓名： | |
| 保密级别： | 公开 |
| 论文语种： | 中文 |
| 学科代码： | 0401Z1 |
| 学科专业： | |
| 学生类型： | 硕士 |
| 学位： | 教育学硕士 |
| 学位类型： | |
| 学位年度： | 2022 |
| 校区： | |
| 学院： | |
| 第一导师姓名： | |
| 第一导师单位： | |
| 提交日期： | 2022-06-15 |
| 答辩日期： | 2022-06-15 |
| 外文题名： | Research on Teacher Etiquette in Schools ——Taking the Y School in Beijing as an Example |
| 中文关键词： | |
| 外文关键词： | |
| 中文摘要： |
我国是礼仪之邦，也是世界上文化唯一未曾断绝的历史文明古国。对学校中的教师礼仪进行研究，既是传承我国优秀传统文化的需要，也是推动教育改革与发展的需要，还是促进教师自身发展的需要。近年来，由于各级教育行政部门越来越注重教师礼仪，老师们在教学中能够注重自身礼仪对学生的影响，但由于没有相应的关于教师礼仪的政策和标准，单靠教师个体的理解不足以全然贯彻相关要求。因此，笔者运用多种研究方法，对学校中教师礼仪的类型、现状、问题、成因及相关提升策略进行了分析。
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第一，笔者对学校中教师礼仪的表现类型进行了分析。运用文献法，在图书馆、知网及国际网对相关文献进行综述与分析，提出教师礼仪体现在：端庄大方的着装，文明恰当的举止，优雅得体的谈吐，平等友善的态度，以身作则的思想等方面。随后运用德尔菲法，匿名征询并收集专家意见，综合文献法的研究所得，对学校中教师礼仪的类型进行建构，分为教师形象礼仪、教师教学礼仪、教师交往礼仪、教师公务及活动礼仪这四种类型。其中教师形象礼仪包括教师仪容礼仪、教师仪表礼仪、教师仪态礼仪、教师语言礼仪；教师教学礼仪包括课堂教学礼仪及课后辅导礼仪；教师交往礼仪包括办公室交往礼仪及其他交往礼仪；教师公务及活动礼仪包括教师活动礼仪、食堂用餐礼仪及家长会礼仪。 第二，笔者对学校中教师礼仪的现状及其中的问题从“知情意行”的视角进行了分析。采用参与式观察、访谈及实物收集等具体方法，以北京市Y校的教师礼仪为例展开调查研究，按照教师形象礼仪、教师教学礼仪、教师交往礼仪、教师公务及活动礼仪了解学校教师礼仪现状。将学校中教师礼仪存在的问题从“知情意行”四维度归纳为：认识片面、过于自信、动机不足、行为待精进。 第三，笔者从教师个人、学校管理、制度体制、社会环境四维度分析了问题成因，亦从这四个角度针对学校中的教师礼仪提出了提升策略，包括：教师个人修养——提高自觉自省的意识及行为、学校管理提升——结合特色 多措并举、制度体制建设——促进职前职后一体化、社会环境营造——三位一体 和谐文明。 基于以上，希望能促进教师礼仪相关研究更好发展。 |
| 外文摘要： |
My country is a country of etiquette and the only ancient country with an unbroken history and civilization in the world. Research on teacher etiquette in schools is not only the need to inherit the country's excellent traditional culture, but also the need to promote educational reform and development, and the need to promote the development of teachers themselves. In recent years, as the education administrative departments at all levels pay more and more attention to teacher etiquette, teachers can pay attention to the influence of their etiquette on students in teaching, but because there is no corresponding policy and standard on teacher etiquette, the understanding of teachers alone is insufficient. To fully implement the relevant requirements. Therefore, the author uses a variety of research methods to analyze the types, status quo, problems, causes and related improvement strategies of teachers' etiquette in schools.
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First, the author analyzes the types of teacher etiquette in schools. Using the literature method, this paper summarizes and analyzes relevant literature in the library, HowNet and the international network, and proposes that teacher etiquette is reflected in: dignified and generous dress, civilized and appropriate behavior, elegant and decent conversation, equal and friendly attitude, and the idea of leading by example. etc. Then, using the Delphi method, anonymously soliciting and collecting expert opinions, and synthesizing the research results of the literature method, the types of teacher etiquette in schools are constructed, which are divided into teacher image etiquette, teacher teaching etiquette, teacher communication etiquette, teacher official business and activity etiquette. Four types. Among them, teacher image etiquette includes teacher grooming etiquette, teacher appearance etiquette, teacher manner etiquette, teacher language etiquette; teacher teaching etiquette includes classroom teaching etiquette and after-school tutoring etiquette; teacher communication etiquette includes office communication etiquette and other communication etiquette; teacher official business and activities Etiquette includes teacher activity etiquette, dining etiquette in the cafeteria and parent-teacher meeting etiquette. Second, the author analyzes the current situation of teachers' etiquette in schools and the problems in it from the perspective of "knowledge, will and action". Using specific methods such as participatory observation, interviews, and collection of physical objects, we take the teacher etiquette of Beijing Y School as an example to conduct investigation and research, and understand the current situation of school teacher etiquette according to teacher image etiquette, teacher teaching etiquette, teacher communication etiquette, teacher official business and activity etiquette. The problemsne-sided understanding, overconfidence, insufficient motivation, and behavior to be refined. Third, the author analyzes the causes of the problem from the four dimensions of teachers' personal, school management, institutional system, and social environment, and also puts forward strategies for improving teachers' etiquette in schools from these four perspectives, including: teachers' personal cultivation - improving self-consciousness and self-examination The awareness and behavior of the school, the improvement of school management—the combination of characteristics and the multi-measures, the construction of the system and the system—promoting the integration of pre-employment and post-employment, and the creation of the social environment—the trinity of harmony and civilization. Based on the above, I hope to promote the better development of teacher etiquette related research. |
| 参考文献总数： | 97 |
| 馆藏号： | 硕0401Z1/22013 |
| 开放日期： | 2023-06-15 |
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