民族地区中高等院校学前教育专业人才培养模式对学生就业意向的影响——专业认同的中介作用

The Influence of The Talent Training Mode for Preschool Education Majors in Ethnic Minority Areas on Students’Employment Intention:The Mediating Role of Professional Identity

对新疆维吾尔自治区20所中高等院校学前教育专业的4124名学生进行调查,探求民族地区院校学前教育专业人才培养模式与学生就业意向的关系及专业认同在其中的中介作用机制。结果表明:人才培养模式和专业认同对学生就业意向具有正向预测作用;专业认同发挥部分中介作用且在院校层次和类型变量上存在差异,各维度发挥的中介效应有所不同。主要教育建议:明确就业定位与培养规格是民族地区院校学前教育专业提升人才培养质量的核心路径,增强专业适切性与情感性是民族地区院校学前教育专业开展专业认同教育的关键抓手,健全社会保障与培养体系是激发民族地区院校学前教育专业学生就业意愿的有力支撑。

The study investigated 4124 students of preschool education major in 20 middle and higher education institutions in Xinjiang Uygur Autonomous Region to explore the relationship between the training mode of preschool education professionals and the employment intention of students in ethnic minority areas and the mediating mechanism of professional identity.The results show that talent training model and professional identity have positive predictive effect on students'employment intention.Professional identity plays a partial mediating role,and there are differences in the level and type variables of colleges and universities,and the mediating effect of each dimension is different.In view of this,it is proposed the following education enlightenment:clear employment orientation and training specifications are the core path for preschool education majors in ethnic minority areas to improve the quality of talent training;Enhancing professional appropriateness and sensibility is the key to carry out professional identity education for preschool education majors in ethnic minority areas;Improving the social security and training system is a strong support for stimulating the employment willingness of preschool education majors in ethnic minority areas.