地方院校学前教育专业学生专业认同的研究——以运城学院为例

An Empirical Study on the Professional Identity of Preschool Education Majors in Local Application-oriented Undergraduate Institutes——A Case Study of Yuncheng University

地方应用型本科院校学前教育专业是培养幼儿师资的主要力量,其学生专业认同程度直接影响学生的专业认知、专业行为和专业自主。学前教育专业学生整体专业认同度不高,且呈两极化态势。其中,性别和报考志愿影响学生专业身份的认同,学生生源地影响学生专业发展认同,而年级与招考方式则是影响学生专业培养上的认同,总体而言,学生性别、报考志愿、生源地、年级与招考方式等变量是制约学生专业认同的重要因素。

The preschool education major of local application-oriented undergraduate institutes is the main force to prepare qualified preschool teachers. And the students professional identity has a direct influence on their professional cognition, professional behavior and professional autonomy. However, preschool education majors professional identity is not high and assumes the polarization trend. Among all the influencing factors, the gender and the aspiration in choosing majors affect the students identity of professional recognition;the place of birthh as an influence on their identity of professional development;the grade and the admission method are the main factors influencing their identity of professional training. In general, variables such as the gender, the aspiration in choosing majors, the place of birth, the grade and the admission method are the significant constraints of the students professional identity.