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中小学教师的职业成熟度不仅关系到教育教学工作的开展,更对学生的成长有着至关重要的作用。教师职业成熟度结构是对教师职业成熟度的具体描述。笔者通过对已有文献的检索和整理,发现教师职业成熟度结构的划分主要有二分法、三分法和多维结构,国内外尚没有统一的规定和标准。本文在整理和归纳教师职业成熟度结构研究现状的基础上,结合教育学、职业心理学、教师专业标准等理论,尝试建构出教师职业成熟度三维模型即教师职业心理成熟度、教师职业能力成熟度和教师职业生活成熟度,为以后的实证研究做基础。
The maturity of primary and secondary school teachers not only related to the education and teaching work, but also to the growth of students has a crucial role. Teachers’ occupational maturity structure is a concrete description of the occupational maturity of teachers. The author through the existing literature search and finishing, found that teachers occupational maturity structure division mainly dichotomy, trichotomy and multidimensional structure, there is no uniform rules and standards at home and abroad. This article tries to construct a three-dimensional model of teacher’s career maturity, that is, teacher’s occupational psychological maturity, teacher’s professional ability is mature, based on the research status of teacher’s occupational maturity structure and the theories of pedagogy, occupational psychology and teacher’s professional standards. Degree and the maturity of the professional life of teachers, as the basis for the empirical research.