在读教育学硕士研究生专业认同的调查研究——以H师范学院为例

Research on Major Identity of Postgraduate Students in Education——A Case Study of H Normal University

采用问卷调查法,对H师范学院144名在读教育学硕士研究生专业认同的现状进行调查。结果表明:教育学硕士研究生专业认同总体处于中等水平且持续性较差,其中认知认同随着年级增长而增长,情感与行为认同则逐年下降,专业认同在性别、专业、年级、是否跨考等因素上呈显著差异。分析得知,专业认同水平主要受到自身压力、培养模式、导师专业程度等因素影响。为改善其专业认同现状,本研究建议:提供科学心理辅导,提升导师队伍水平,改善研究生培养模式等。

Using the method of questionnaire survey,the identity status of 144 graduate students in H normal university is investigated. The results show that students＇ major identity is in the medium level and its persistence is poor,in which the cognition identity increases with the grade growth,whereas the emotion and behavior identity decrease year by year. The identity level appears significant differences in gender,major,grade,whether crossing major and other factors. From the analysis,it can be seen that the identity level is mainly affected by self pressure,training model,the professional degree of tutors and other factors. To improve the status,suggestions such as to provide psychological counseling,raise the tutors＇ level as well as improve postgraduate training model are put forward.