学前教育学生的专业认同调查研究——以拉萨师范高等专科学校为例

Research on the Professional Identification of Preschool Education Students—Taking Lhasa Teachers College as an Example

专业认同是学生在教师、课堂、课程等多因素作用下形成的。学前教育专业学生的专业认同关乎学生的培养质量,以及师资队伍的建设。本文采用质性研究方法,以专业认知、专业情感、专业适应、专业发展四个方面为研究维度,对拉萨师范高等专科学校学前教育专业8名学生访谈,探析学前教育专业学生的专业认同的形成情况。访谈发现,学生在专业认知方面,存在一定的认知偏差;专业情感方面,对学前教育专业缺乏坚定的信念;专业适应方面,学生的适应性相对来说较弱;专业发展方面,学生大部分表现出了毕业后选择学前教育行业工作的想法。因此,笔者提出以下建议:改变自我认知,强化专业信念,提高综合素质;改变教学理念,营造良好氛围,促进学生发展;转变家庭观念,加强亲子沟通,建立家庭支持。

Professional identity is formed by students under the action of multiple factors, such as teachers, classrooms and courses. The professional identity of students majoring in preschool education is related to the quality of student training and the construction of teaching staff. This paper adopts qualitative research method, the research dimension are four aspects, as professional cognition, professional emotion, professional adaptation and professional development, and interviews 8 students of preschool education major of Lhasa Teachers College to analyze the formation of professional identity of students majoring in preschool education. The interview found that students have some cognitive deviation in professional cognition;in terms of professional emotion, the lack of firm belief in preschool education major;in terms of professional adaptability, their adaptability is relatively weak;in terms of professional development, most students showed the idea of choosing the preschool education industry after graduation. Therefore, the author puts forward the following suggestions: change self-cognition, strengthen professional belief, improve comprehensive quality;change teaching philosophy, create a good atmosphere, promote the development of students;change family concept, strengthen parent-child communication, and establish family support.