| 时艳芳,吕晓炜.教育见习对学前教育专业学生的影响及优化策略——以Z学院为例[J].陕西学前师范学院学报,2018,34(4):100-104 |
| 教育见习对学前教育专业学生的影响及优化策略——以Z学院为例 |
| Study on the Impact and Optimization Strategies of Teaching Practice on Preschool Education Students—Taking College Z as an Example |
| 投稿时间：2017-10-31 修订日期：2017-12-03 |
| DOI：10.11995/j.issn.2095-770X.2018.04.022 |
| 中文关键词: 教育见习 调查问卷 学前教育专业 |
| 英文关键词: teaching practice questionnaire preschool education |
| 基金项目:2017年张家口市社科联课题（2017123） |
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| 摘要点击次数: 1434 |
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| 中文摘要: |
| 为深入了解见习对学生的影响，运用自编《学前教育专业学生见习状况调查问卷》，选取Z学院180名学生，运用SPSS17.0对结果进行分析。结果显示：见习在一定程度上增强了学生的职业情感、促进学生对理论课和技能课有了更科学的认识、间接提高了学生的专业效能感，但对学生专业能力的影响停留在“知道”“了解”等层面、对学生树立良好职业形象尚未发挥积极影响。在人口学变量中，见习所在幼儿园和学生年级对见习效果有显著性影响。 |
| 英文摘要: |
| This paper approaches the effect of teaching practice on preschool education students with a self-designed questionnaire investigating 180 students from Z College. After analyzing the results by SPSS 17, statistics show that teaching practice contributes to the enhancement of students’ occupational emotion, to the promotion of students’ scientific cognition of theoretical and practice courses and to the students’ sense of professional competence. However, it doesn’t affect students’ professional ability and professional image. On the variable of demography, kindergarten and grade in which students practise their teaching skills have great influence on the effects of teaching practice |
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