| 郭三强，彭小红，郭雨萌.幼儿园定向师范生入职适应问题研究——基于X 学院学前教育专业毕业生的调查[J].陕西学前师范学院学报,2022,38(1):94-100 |
| 幼儿园定向师范生入职适应问题研究——基于X 学院学前教育专业毕业生的调查 |
| Research on Induction Adjustment of Directional Preschool Normal Students—Based on the Survey of Preschool Education Graduates in X College |
| 投稿时间：2021-10-31 修订日期：2021-11-18 |
| DOI：10. 11995/j. issn. 2095-770X. 2022. 01. 013 |
| 中文关键词: 幼儿教师 定向师范生 入职适应 |
| 英文关键词: preschool teachers directional normal students induction adjustment |
| 基金项目:2021 年吉安市社会科学研究规划项目（21GHA276） |
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| 中文摘要: |
| 入职适应是职业生涯开始的“热身运动”。为了解幼儿园定向师范生入职适应的主要问题和原因，提出针对性解决策略，
通过对X学院学前教育专业毕业生的抽样调查，在职业心理、能力、环境和人际关系等四个维度进行入职适应研究。SPSS数
据分析发现：被调查者存在角色转换困难、专业能力不熟和心理预期偏差等问题。导致问题的原因：从内因分析有职业角色多
重性影响自我认同、技能储备不足影响教学自信、学习反思缺乏影响经验积累、预期理想化产生心理冲突；外因分析有实践教
学不充分影响能力转换、岗位不匹配产生“能力真空”、入职培训不及时影响心理调节。基于以上结论，本研究从初入职教师自
身、幼儿园、培养高校和教育行政主管部门四个角度提出建议。 |
| 英文摘要: |
| Induction adjustment is the“warm-up”at the beginning of career. The study of induction adjustment is carried out in four
dimensions: professional psychology，skills，environment and interpersonal relationship in order to understand the main problems and
reasons of directional preschool normal students' induction adjustment，and to propose targeted solutions through the sampling survey
of preschool education graduates of X College. It is found that the respondents have some problems such as difficult role transforma⁃
tion，unfamiliar professional skills and psychological expectation deviation through SPSS data analysis. There are internal and external
causes leading to the problem. The internal causes are the multiplicity of professional roles affecting self-identity，the lack of skill re⁃
serve affecting teaching confidence，the lack of learning reflection affecting experience accumulation，and the idealization of expecta⁃
tion producing psychological conflict; the external causes are inadequate practical teaching affecting ability transformation，post mis⁃
match producing“ability vacuum”，and untimely induction training affecting psychological adjustment. Finally，the study puts for⁃
ward suggestions from four perspectives: novice teachers themselves，kindergartens，training universities and educational administra⁃
tive departments based on the above conclusions. |
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