论文部分内容阅读
随着教育改革的深化,社会对于有效课堂、高效课堂的呼声越来越高,要求也更加严格。但是在教学过程中,实施教学工作和教学改革的主角教师却出现不同程度的职业怠倦,这是我们不能回避而且必须面对的问题。“倦怠”一词是美国神经科医生费登伯格于1974年提出的,用于描述职业主体不能应对工作挫折和有效缓解工作压力时所处的一种身心耗竭状态。教师的职业倦怠通常表现为:精神疲惫,体力明显透支,对工作失去兴趣,缺乏工作热情和创新力。无成就
With the deepening of education reform, social demands for effective classroom and efficient classrooms are getting louder and louder. However, in the process of teaching, the teachers who lead the teaching work and teaching reform have different levels of job burnout, which is a problem that we can not avoid but must face. The term “burnout” was proposed by the American neurologist Fedenberg in 1974 to describe a state of physical and mental exhaustion in which occupational agents are unable to cope with work frustration and effectively relieve work stress. Teacher burnout is usually manifested as: mental exhaustion, obvious physical overdraft, lost interest in the work, lack of enthusiasm for work and innovation. No achievements