学前师范生实习满意度对职业态度成熟度的影响:职业认同感的中介作用

The Influence of Preschool Normal Students’ Internship Satisfaction on the Maturity of Professional Attitude:The Mediating Role of Professional Identity

学前师范生职业态度成熟度,既反映高校学前教师质量培养的高低,又关乎其未来职业生涯发展。研究采用问卷法对483名学前师范生进行了调研,结果发现,学前师范生实习满意度、职业认同感和职业态度成熟度处于中等或以上较高水平,各自呈现出不同特点。学前师范生实习满意度对职业态度成熟度有显著正向预测效应,且职业认同发挥了重要的中介作用。因此,高校学前人才培养中,应积极秉承学前教育初心,聚合“四有”好教师角色认同,创新传统实习模式,融合“三习”实训实践一体化,建构认知双导师制,整合“校-园”教师资源共生化。

The mature professional attitude of normal students majoring in preschool education not only reflects the quality training of preschool teachers in colleges and universities, but also relates to their future career development. A questionnaire survey was conducted on 483 normal students majoring in preschool education. The results showed that their internship satisfaction, professional identity and professional attitude maturity were at a medium or higher level, each with different characteristics. Preschool students’ internship satisfaction has a significant positive predictive effect on the maturity of professional attitude, and professional identity plays an important intermediary role. Therefore, in the training of preschool talents in colleges and universities, we should actively adhere to the initial intention of preschool education, aggregate the role recognition of good teachers, further innovate the traditional practice mode, integrate the integration of three studies and practice, and construct the cognitive double tutor system, integrating the co-biochemistry of school-garden teacher resources.