| 高 洁,姚勇伟,魏 玮,陈 慧.小学教育专业本科生专业认同与学习投入的关系研究[J].陕西学前师范学院学报,2020,36(3):122-129 |
| 小学教育专业本科生专业认同与学习投入的关系研究 |
| The Relationship between Professional Identity and Learning Input of Undergraduate Students in Primary Education Major |
| 投稿时间：2019-06-04 修订日期：2019-12-07 |
| DOI：doi： 10. 11995/j. issn. 2095-770X. 2020. 03.021 |
| 中文关键词: 小学教育 本科生 专业认同 学习投入 |
| 英文关键词: primary education, undergraduate students, professional identity, learning input |
| 基金项目:陕西省社科基金项目（2016P015） |
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| 中文摘要: |
| 摘 要：研究探讨小学教育专业本科学生专业认同现状和学习投入现状，并探究专业认同与学习投入之间的关系。采用专业认同量表和学习投入量表以344名1-4年级的学生为研究对象进行调查，研究发现，小学教育专业本科生学习投入和专业认同水平均处于中等偏上，根据回归分析结果显示，小学教育专业本科生专业认同中认知性、情感性、行为性和适切性能够正向预测学习投入。建议通过优化学习环境，加强专业教育；创造学术氛围，落实专业行为；重视群际差异，因材施教等方面来促进学习投入。 |
| 英文摘要: |
| Abstract： The research explores present situation of professional identity and learning input of undergraduate students in primary education, and it explores the relationship between professional identity and learning input. The professional identity scale and learning input scale were used to survey 344 students of grades 1-4. The study found that the level of learning input and professional identity of undergraduates in primary education major was at a moderately high level. According to the results of regression analysis, this paper noticed that cognition, affectivity, behaviour, and appropriateness can be positively predictive of learning input in the professional identity of undergraduate students whose major is primary education. It is recommended to promote learning input by optimizing the learning environment, strengthening professional education, creating an academic atmosphere, practising professional behavior, paying attention to inter-group differences, and educating student according to his natural ability. |
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