教育学本科生专业认同的实证研究

An Empirical Study on Profession Identity of Undergraduates Majored in Education

本研究实证调查了S大学123名教育学本科生的专业认同情况,研究结果表明:教育学本科生的专业认同总体处于中等水平,在性别、年级、生源地等方面不存在显著差异;然而,在报考动机和学业成绩方面却存在着显著差异。回归分析显示:就业压力、专业课程模块和教师教学能力是影响教育学本科生专业认同的重要外部因素。加强职业规划与就业指导,改革专业培养方案和课程内容,提升教师教学能力可以增强教育学本科生专业认同。

Investigating 123 undergraduates majored in education from S university, it found that their profession identity was at medium level;there's no significant differences in gender, grade and residence;however, there's significant differences in enrollment motivation and academic achievement. The regression analysis showed that there're such three external influencing factors affected their profession identity as employment stress, curriculum and faculty teaching ability. To promote their profession identity, it should strengthen the career planning and employment guidance, reform the major cultivation plan and curriculum content, and improve faculty teaching ability.