贵州省本科院校学前教育专业学生专业认同研究

Research on Professional Identity of Undergraduates of Preschool Education Major in Guizhou Province

学前教育专业学生专业认同感对学生当前的学习状态以及后续职业的选择与发展具有重要意义。基于目的性抽样,采用均值比较、方差分析、独立样本T检验,对贵州省783名学前教育专业本科生专业认同现状进行调研。研究发现:贵州学前教育专业本科生专业认同达到中上程度;在专业认同的各个维度上,专业培养得分最高而专业行为得分最低;学前教育专业本科生专业认同在年级、学生填报志愿、自愿性上存在显著差异。建议:提高幼儿园教师的工资待遇,将幼儿教师职业变成让人羡慕的职业,提升第一专业报考率;增强学生选择专业的自主性;多种途径满足学生专业发展所需,为学生成长创造良好环境。

The sense of professional identity of preschool education students is of great significance to the students’ current learning status and the selection and development of their subsequent careers. Based on objective sampling, the status of professional identification of 783 preschool education undergraduates in Guizhou Province were investigated by using mean comparison, variance analysis, and independent sample T test. It was found that the professional identity of preschool education undergraduates in Guizhou reaches the upper-middle level; of all the dimensions, professional training score is the highest while professional behavior score is the lowest; The professional identity of preschool education undergraduates has significant differences in grades, student volunteering and voluntariness. The author puts forward some suggestions to increase the salary of preschool teachers,turn preschool teacher occupation into enviable career, improve the rate of applying for the first professional; enhance the autonomy of students in selecting majors; provide various ways to meet the needs of students＇ professional development and create a good environment for students＇ growth.