新手—熟手—专家型教师心理特征的比较

为了更深入地了解教师的教学专长发展，采用了量表法分别对433名和469名新手型、熟手型、专家型教师进行了教学策略、成就目标定向、人格特征和职业承诺、职业倦怠两个比较研究。结果表明：⑴在教学策略、成就目标、人格特征上，专家型教师均优于熟手型教师，而熟手型教师又优于新手型教师；在职业承诺和职业倦怠上，专家型教师均优于熟手型教师和新手型教师，而熟手型教师与新手型教师不存在差异。⑵重视课前准备，成绩目标是其重要的工作动机是新手型教师的主要特征；课中策略水平较高，任务目标成为重要的工作动机，具有随和、宽容、乐群、能关心他人的人格特点是熟手型教师的主要特征；教学策略以课前计划、课后的评估、反思为核心，具有鲜明的情绪稳定性、理智、着重实际、自信心和批判性强的人格特点，职业的情感投入程度和职业成就感高是专家型教师的主要特征。⑶三类教师在课后的补救策略、成绩目标、内外向、继续承诺和情绪耗竭上没有显著差异是其共同点。

A COMPARATIVE RESEARCH ON THE MENTAL CHARACTER OF NOVICE, PROFICIENT AND EXPERT TEACHERS

Aiming at understanding well about the teachers’ teaching development, we had used some scales to carry out two studies which involved with 433 and 469 subjects respectively on the teaching strategies, achievement goal orientation, personality characteristic, professional commitment and job burnout of the novice, proficient, expert teachers. The results showed that: ⑴ For the issues of teaching strategies, achievement goal orientation and personality characteristic, the expert teachers are better than proficient ones, and the proficient teachers are better than novice ones. When it’s turn to the question of professional commitment as well as job burnout, the expert teachers achieve better than proficient teachers and novice teachers while there’s no difference among the proficient teachers and novice teachers. ⑵ The main features of novice teachers are attaching importance on pre-class preparation and performance goal are their important working motivation; the proficient teachers have the main characteristics of high performance in in-class teaching strategies, the emergence of task goal as the influential motivation for work and they have the personality of easy-going, concerning about others, gregarious, tolerant. And the expert teachers proclaim the features of taking the pre-class planning of teaching strategies, after-class evaluation and reflectivity as the central part, having the personality of being stable in emotion, being rational, practical, confident and good in criticism, and the high-profile emotional commitment in the profession of teaching as well as the strong sense of professional achievement also contribute to their main features. ⑶ These three types of teachers have no differences in after-class compensation strategy, performance goal, intro- and extroversion, continuance commitment, emotional exhaustion, in other words, these are the teachers common points.