我国学前教育专业学生专业认同状况的调查研究.docVIP

我国学前教育专业学生专业认同状况的调查研究 A Survey on:原文出处:内容提要:the Students Professional Identification of Preschool A Survey on : 原文出处: 内容提要: the Students Professional Identification of Preschool Education Major in China 易凌云 易凌云，中国教育科学研究院慕础教育研究所副研究员, 博士（北京 100088） o 《湖南师范大学教育科学学报》（长沙）2017年第20176期 第 116-123页 建立专业认同感是学前教育专业学生乐学好教的前提。通 过对不同培养层次院校的学前教育专业在读学生专业认同 状况的深入调查，可以发现，我国学前教育专业学生对本 专业和幼儿园教师工作的专业认知水平较高，但专业身份 认同水平和专业发展认同度均较低，专业学习行为两极分 化明显。具体体现为，学生对学前教育专业的兴趣普遍较 低，部分学生不愿意在毕业后从事幼儿园教师工作。同时, 不同培养层次和类型院校的学生专业认同感存在着显著差 异本科层次较高，高职层次较低。基于此，学前师资培 养院校亟须从加强职业认同教育、变革专业学习方式、增 加实习见习时间等方而提升学生的专业认同感。 Establishing professional identification is the prccondition for studcnts of preschool cducation major.Through the in-depth invcstigation of the students professional identification of preschool cducation major in diffcrcnt cducational institutions,we found that the studcnts of preschool cducation major have higher level recognition in the aspects of professional knowledge and the work of kindergarten teachers, while have lower level recognition in the aspects of professional identification and professional development. Students professional learning behaviors are obviously polarized. Generally, they lack of interest in preschool education,and some students are unwilling to work in kindergarten after graduation? Mcanwh订c, there arc significant differcnces in professional identification among the studcnts of diffcrcnt cducational institutions:the level of college undergraduate is the highest, while the level of vocational graduate is the lowcst?Therefore, cducational institutions should enhance students professional identification by strongthening the education of professional identification, changing professional learning methods and increasing internship time. 名称《幼儿教育导读（教育科学）》 复印期号2018年03期 学前教育专业/专业认同感/教师培养质量 preschool education major/professional identifiertion/quality of teacher education 标题 基金项目 屮国教育科学研究院2016年度基本科研业务 费专项基金所级部门项目“屮国学前教育发展报告2015- 2016” [GY；中国教育科学研究院2016年度基本 科研业务费专项基金院级青年项目