论文总字数：9154字

摘 要

职业倦怠指个体在工作重压下产生的身心疲劳与耗竭的状态。它广泛存在于各行各业当中，幼儿教师这个行业也同样无法避免。对幼儿教师职业倦怠的研究有助于幼儿教师正确认识职业倦怠并能帮助其采取科学有效的手段来应对职业倦怠，从而提高教学质量促进师生共同发展。本文将从以下三个角度对这个问题进行研究和探讨：第一，幼儿园教师职业倦怠的表现，包含生理、心理和行为三方面；第二，幼儿园教师职业倦怠产生的原因；第三，幼儿园教师职业倦怠的应对策略。

关键词： 幼儿教师，职业倦怠，原因，应对策略

Abstract: Occupational burnout refers to a state of physical and mental fatigue and the depletion which occurs under individuals’heavy work.It widely exists in all trades and professions, even kindergarten teachers this industry are also unable to avoid.Research on kindergarten teachers" professional burnout will help teachers recognize the occupational burnout and be able to take scientific and effective means to deal with career burnout, so as to improve the quality of teaching to promote mutual development between teachers and students. This article will conduct the research and the discussion on this question from following three perspectives:firstly, kindergarten teachers" professional burnout, including three aspects of physical, psychological and behavior; secondly, the causes of occupational burnout of teachers in kindergartens;thirdly, the coping strategies of kindergarten teachers" professional burnout.

Key words: kindergarten teachers，Occupational burnout，causes，coping strategies

目录

1. 前言··························································4
2. 幼儿教师职业倦怠的表现········································4
   1. 生理方面····················································4
   2. 心理方面····················································4

2.3 行为表现·····················································4

1. 幼儿园教师职业倦怠产生的原因··································5
   1. 教师自身因素·················································5
   2. 幼儿园工作环境···············································6

3.3 家庭因素和社会因素···········································7

1. 幼儿园教师职业倦怠的应对策略··································8

4.1 幼儿教师角度·················································8

4.2 幼儿园角度···················································8

4.3 家庭及社会角度···············································9

结论····························································11

参考文献 ·······················································12

1. 前言

职业倦怠这个术语最早是由美国的临床心理学家费登伯格(Freudenberger)于1974年提出来的，用于描述人类在面对过于高压的工作时在生理上表现出精疲力竭的现象、在心理与行为表现上出现的异常状态。幼儿教师作为一种职业也无可避免的会产生各种各样的问题，职业倦怠也在其内。幼儿园教师职业倦怠对幼儿教师的影响就像一个恶性循环的怪圈。职业倦怠型幼儿教师很难达到预期的教育教学效果，不出彩的教学也会极大打击幼儿教师的自信心与积极性导致幼儿教师进入更深一层的倦怠。所以对于幼儿园教师职业倦怠的研究是必须与必要的，关于采取何种手段来应对幼儿教师职业倦怠现象也是每一位幼儿教师和准教师需要思考和注意的。

2 幼儿园教师职业倦怠的表现

既然我们已经知道幼儿教师职业倦怠现象对幼儿园教育教学工作存在着极不好的影响，那么就应当积极采取有效策略来进行应对。首先，对幼儿教师职业倦怠的具体表现我们要有一个相对全面的了解。关于幼儿教师职业倦怠的研究表明，幼儿教师职业倦怠的表现具体体现在以下三个方面。

2.1 生理方面

幼儿园教师职业倦怠对教师的影响最主要体现在生理方面。一位积极向上的幼儿教师必然是一个情绪高涨，举止自然得体的。而相反，倦怠型教师会经常感觉到疲劳烦躁，对待工作缺乏耐心，提不起兴趣。长此以往，可能会导致失眠等问题，我们都知道懈怠于行，缺乏锻炼和良好作息势必会影响幼儿教师的健康。

2.2 心理方面

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