我国学前教育专业学生专业认同状况的调查研究.doc

我国学前教育专业学生专业认同状况的调查研究
A Survey on
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原文出处:内容提要:
the Student's Professional Identification of PreschoolEducation Major in China
易凌云
易凌云，中国教育科学研究院基础教育研究所副研究员, 博士（北京 100088） o
《湖南师范大学教育科学学报》（长沙）2017年第20176期 第 116-123 页
建立专业认同感是学前教育专业学生乐学好教的前提。通 过对不同培养层次院校的学前教育专业在读学生专业认同 状况的深入调查，可以发现，我国学前教育专业学生对本 专业和幼儿园教师工作的专业认知水平较高，但专业身份 认同水平和专业发展认同度均较低，专业学习行为两极分 化明显。具体体现为，学生对学前教育专业的兴趣普遍较 低，部分学生不愿意在毕业后从事幼儿园教师工作。同时, 不同培养层次和类型院校的学生专业认同感存在着显著差 异：本科层次较高，高职层次较低。基于此，学前师资培 养院校亟须从加强职业认同教育、变革专业学习方式、增 加实习见习时间等方面提升学生的专业认同感。
Establishing professional identification is the precondition for students of preschool education major. Through the in-depth investigation of the student's professional identification of preschool education major in different educational institutions, we found that the students of preschool education major have higher level recognition in the aspects of professional knowledge and the work of kindergarten teachers, while have lower level recognition in the aspects of professional identification and professional development. Students' professional learning behaviors are obviously polarized. Generaliy, they lack of interest in preschool education, and some students are unwilling to work in kindergarten after , there are significant differences in professional identification among the students of different educational institutions:the level of college undergraduate is the highest, while the level of vocational graduate is the lowest. Therefore, educational institutions should enhance students' professional identification by strengthening the education of professional identification, changing professional learning methods and increasing internship time.
期刊名称：《幼儿教育导读（教育科学）》
复印期号：2018年03期
关键词：
学前教育专业/专业认同感/教0帀培养质量 preschool
education major/professional identification/quality of teacher education
标题注释：
【基金项目】中国教育科学研究院2016年度基本科研业务 费专项基金所级部门项目“中国学前教育发展报告2015- 2016” [GYH2016006]；中国教育科学研究院2016年度基本 科研业务费专项基金院级青年项目“我国学前教育保教一 体化改革的政策设计与实践探索”