顶岗实习对师范生职业认同影响的调查分析——以湖南科技学院汉语言文学专业为例

Investigation and Analysis of the Influence of Post Practice on Professional Identity of Normal School Students——Taking Chinese Language and Literature Major of Hunan University of Science and Engineering as an example

通过问卷调查和访谈的形式,分析了湖南科技学院汉语言文学专业67名顶岗实习师范生的教师职业认同的情况。结果发现:通过顶岗实习,师范生的教师职业认同有着显著的提高,教师职业认同总体水平中偏上;师范生教师职业认同水平在年龄和是否为独生子女上无显著差异,但在性别、实习学校所在地这两个变量上差异显著。基于此,多维度调整课程设置、多渠道调研实习基地、多层面加强实习指导,并对其教学能力辅之以全方位的支持,才能确保这一实习模式在学生培养上实现“多赢共生”的目标。

By means of questionnaire survey and interview,this paper analyzes the teacher professional identity of 67 normal school students majoring in Chinese Language and Literature in Hunan University of Science and Engineering.The results show that:through the post practice,the teacher professional identity of normal school students has significantly improved,and the overall level of teacher professional identity is above.There is no significant difference in the level of professional identity of teachers of normal school students in age and whether they are the only child or not,but there are significant differences in the two variables of gender and the location of the practice school.Based on this,only through multi-dimensional adjustment of curriculum,multi-channel research practice base,multi-level measures to strengthen the practice guidance,and to supplement their teaching ability with all-round support,this practice mode can be used in the cultivation of students to achieve the goal of"multi-win symbiosis".