高职学前教育专业学生认同感及学习动机现状调查研究

Research on Relationship between Professional Identity and Learning Motivation of Pre-school Education Vocational College Students

目的:了解学前教育专业高职学生专业认同和学习动机现状,探索改善学前教育高职学生专业认同的策略。方法:本研究采用问卷调查的方法,随机选取183名学前教育专业学生作为研究对象,将收集到的数据采用统计软件进行分析。研究结果:学前教育高职学生专业认同和学习动机处于中等水平;不同年级间在专业认同和学习动机上存在显著性差异;是否担任班干部也是影响学生专业认同的一个重要因素;专业认同与学习动机之间存在着非常显著的相关关系。结论:专业认同与学习动机之间存在着相互影响的制约作用,学校在对学前教育专业高职学生进行教育教学管理时,可通过加深学生的专业认同增强学生的专业情感认同、行为认同等来改善学生的学习积极性。

Purpose:The aim is to investigate the status of professional identity and learning motivation of vocational students in pre-school education so as to explore the method of professional identity of students.Methods:A questionnaire survey is used and randomly select 183 preschool education students as the study object.Finally,the collected data are analyzed by statistical software.Results:the professional identity and learning motivation of primary vocational students are at a medium level;there are significant differences in professional identity and learning motivation between different grades;whether or not they have teacher qualifications is an important factor affecting students'professional identity;There is a very significant correlation between professional identity and learning motivation.Conclusion:There is a mutual influence between professional identity and learning motivation.Colleges can improve students'professional identity by deepening their professional identity and enhancing their professional emotional identity and behavioral identity.