基于专业素养的视角谈幼儿教师主观幸福感的提升

论文总字数：9482字

摘 要

：据了解，当下幼儿教师的主观幸福感普遍偏低，为了幼儿的健康成长，为了幼儿教育事业的壮大，我们必须提升幼儿教师的主观幸福感。而与幼儿教师主观幸福感相关的因素很多，对于幼儿教师而言可以控制的，可以通过自身学习提高的，是幼儿教师的专业素养。幼儿教师可以通过夯实专业知识、提高专业素养、坚定专业信念等方面提高自身专业素养，改变社会对幼儿教师的看法，提升自己的主观幸福感。

关 键 词：幼儿教师，主观幸福感，专业素养

Abstract: it is understood that the current preschool teachers" subjective well-being generally low, in order to the healthy development of young children, to the cause of early childhood education, we must improve the preschool teachers" subjective well-being. And many factors related to preschool teachers" subjective well-being, for preschool teachers and can be controlled, can improve the through their own learning, is the preschool teachers" professional quality. Preschool teachers can consolidate professional knowledge, improve their professional quality and professional faith to improve their professional accomplishment, changing social perceptions of preschool teachers, and enhance their subjective well-being.

Keywords: preschool teacher, subjective well-being, professionalism

目录

1 引言·····································································3

2 相关概念································································3

2.1 幸福感································································3

2.2 主观幸福感···························································3

2.3 幼儿教师主观幸福感的总体情况···································3

3 幼儿教师专业素养与主观幸福感的关系······························4

3.1 专业知识与主观幸福感··············································4

3.2 专业能力与主观幸福感···············································4

3.3 专业信念与主观幸福感···············································5

4 提高幼儿教师专业素养，增强幼儿教师主观幸福感·················5

4.1 夯实幼儿教师的专业知识···········································6

4.2 提高幼儿教师的专业能力素养······································6

4.3 坚定幼儿教师的专业信念············································7

4.3.1 坚定幼儿教师的教育信念·········································7

4.3.2 保持幼儿教师积极的、充满爱的情感特征······················7

4.3.3 端正幼儿教师择业动机和态度···································8

4.3.4 树立幼儿教师正确的自我意识···································8

结论··········································································10

参考文献····································································11

1 引言

近年来，幸福已经成为我们这个时代的一大关键词，“国家幸福感”、“城市幸福感”、“教师幸福感”、从大众平民到国家领导人，无不在关注幸福、讨论幸福、诠释幸福、追寻幸福。那幸福究竟是什么？近来频繁出现的师德问题，病毒灵事件，无疑不让幼儿教师这个群体受到了大众的质疑，但是对于其他兢兢业业，无私奉献在自己岗位上的幼儿教师，这样的质疑声确是让人寒心。同时，师德红线的制定，也为幼儿教师提出了更高的要求，高标准的同时，有没有人真地关心地问一句，“幼儿教师们，你们幸福吗？”。幼儿教师的幸福究竟是什么？

2 相关概念

2.1 幸福感

关于幸福感的研究有很多，1967年威尔森在《自称幸福的相关因素》一文中很有价值地提出了幸福感的三种定义，它分别是根据外在标准、情绪体验及个体自我评价进行了界定。而实际上幸福感就是人们根据内化了的社会标准对生活及其各个方面的伴随积极情绪的整体性、肯定性的评估。幸福感标准的原型是社会标准，虽然在评价时加入了个人因素，但是社会因素的影响更为深远。无论是“国家幸福感”，还是“教师幸福感”，它的研究都是从整个大社会出发，是大方向的总结，体现的是社会因素的主导作用。幸福是一种内心的感受，而幸福感的判断为我们提供了很多条件与标准，客观的条条框框限制了我们的情感，所以，作为个人，主观幸福感更能体现我们的情绪情感和自我评价状况。

2.2 主观幸福感

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