学前教育专业本科生专业认同与学习倦怠的关系研究

Study on the Relationship Between Professional Identity and Learning Burnout of Pre-primary Education Undergraduates

学前教育专业学生是幼儿教师的重要储备人才,其专业认同情况在很大程度上影响我国学前教育事业的发展,其学习倦怠问题可能会影响其学业成绩、专业发展与心理健康。对陕西省某本科院校学前教育专业在校大学生展开问卷调研发现,大一到大四年级学生的专业认同存在显著差异,其中大一学生的专业认同相对较高,大三学生的专业认同相对较低。各年级学生的学习倦怠水平同样存在显著差异,其中大三学生的学习倦怠水平相对较高。学生的专业认同总体上与学习倦怠呈现显著负相关关系,学前教育专业本科生各维度的专业认同均能显著预测其学习倦怠。基于此,应在学前教育专业教学设计中加强对学生专业认同的培养,关注与减轻学生的学习倦怠感,以提升教育质量与学生的整体发展水平。

Preschool education students are the important reserve talents of preschool teachers.Their professional identity affects the development of preschool education to a great extent.Their learning burnout may affect their academic performance,professional development and mental health.The study conducts questionnaire survey on students majoring in preschool education in a college in Shaanxi Province.It is found that there are significant differences in the professional identity of freshmen to seniors,among which the professional identity of freshmen is relatively high,and that of juniors is relatively low.There are also significant differences in the level of learning burnout among students of different grades,among which the level of junior students is relatively high.Generally students’professional identity has significant negative correlation with learning burnout,and all dimensions of professional identity can significantly predict learning burnout of preschool education undergraduates.Based on this,it is necessary to strengthen the cultivation of students’professional identity in the teaching design of preschool education,and pay attention to and reduce students’sense of learning burnout,so as to improve the quality of education and the overall development level of students.