全科型小学教育本科生专业认同现状调查研究--以江西省为例

Investigation and Research on the Status Quo of the Undergraduates' Major Identity in the General Primary Education: Taking Jiangxi Province as an Example

全科型小学教育本科生的专业认同直接影响着人才培养质量和小学教育事业健康发展。在借鉴国内外关于专业认同成果的基础上,从专业认知、专业情感、专业动机、专业价值和专业行为五个维度构建了专业认同理论模型,并以江西省362名全科型小学教育本科生为例进行了实证研究。结果表明:全科型小学教育本科生的专业认同水平不高,且在年级、学科背景、专业选择方式、学习成绩等变量上存在显著差异。因此,提升全科型小学教育本科生专业认同应注重专业宣传教育,强化专业理想信念,聚焦专业体系建设,完善乡村教师保障机制和工作环境。

The professional identity of undergraduate students in general primary education directly affects the quality of talent training and the healthy development of primary education.On the basis of referring to the achievements of professional identity at home and abroad,this paper constructs a theoretical model of professional identity from five dimensions of professional cognition,professional emotion,professional motivation,professional value and professional behavior,and takes 362 undergraduates of general primary education in Jiangxi Province as an example to conduct an empirical study.The results show that the level of professional identity of general primary education undergraduates is not high,and there are significant differences in grade,subject background,major selection,academic performance and other variables.Therefore,to improve the professional identity of undergraduate students in general primary education,we should pay attention to professional publicity and education,strengthen professional ideals and beliefs,focus on the construction of professional system,and improve the guarantee mechanism and working environment of rural teachers.