文章摘要
学前教育专升本学生学习品质与职业认同感的相关性分析
投稿时间:2020-07-06  修订日期:2020-08-23
DOI:
中文关键词: 幼儿园教师;职前培养;学习品质;职业认同感
英文关键词: Kindergarten teacher;pre-service training;learning quality; professional identity
基金项目:北京师范大学中国基础教育质量检测协同创新中心重大成果培育性项目
作者单位E-mail
李少梅 陕西师范大学 shaomei@snnu.edu.cn 
朱灿灿 陕西师范大学 zhucancan19960115@163.com 
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中文摘要:
      良好的学习品质是促进幼儿园准教师专业发展的重要影响因素之一。本研究以249名学前教育专升本学生为研究对象,采用学习品质量表和职业认同感量表,考察学前教育专升本学生的学习品质对其职业认同感的影响。结果表明学前教育专升本学生的学习品质处于中等偏上水平,且在家庭月收入和父母受教育水平上无显著差异;学生的职业认同感处于中等偏上水平,其中专业认知总均分最高,专业情感和态度总均分最低;学生的学习品质能够显著预测其职业认同感。鉴于学生在校学习期间是其学习品质和职业认同感培养的最佳时期,应加大宣传力度,营造尊重幼儿园教师的氛围,政府部门应完善法律法规和政策保障体系,同时应深化培养院校学前教育专业课程与教学改革,学前教育专业学生也要通过自身努力,提高学习品质和职业认同,促进专业发展。
英文摘要:
      High learning quality is one of the important factors to promote the professional development of kindergarten candidates.In this study, 249 pre-school students were selected as the research objects, and the learning quality scale and the vocational identity scale were used to investigate the influence of the learning quality of pre-school students on their professional identity. The results show that the learning quality of the students in preschool education is above the middle level, and there is no significant difference in the monthly income of the family and the educational level of their parents. Students' professional identity is above the average level, among which the average score of professional cognition is the highest, and the average score of professional emotion and attitude is the lowest. Students' learning quality can significantly predict their professional identity. Given during the students are studying in school is one of the best training their learning quality and professional identity, should intensify propaganda, build the atmosphere of respect for kindergarten teachers, the government should perfect the laws and regulations and policy guarantee system, deepen the training institutions and professional curriculum and teaching reform of preschool education, preschool education major students also want to through their own efforts, improve the learning quality and professional identity, promote professional development.
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