应用型本科高校学前教育师范生专业认同感及其促进策略  

Undergraduates’ Professional Identity and Its Promoting Strategies of Preschool Education Major in Application-oriented Universities

作　　者：胡梓滟 汪玉玲 朱蕾晔[1] Hu Ziyan;Wang Yuling;Zhu Leiye(School of Education Science,Huangshan University,Huangshan 245041,China;School of Economics and Management,Huangshan University,Huangshan 245021,China)

机构地区：[1]黄山学院教育科学学院,安徽黄山245041 [2]黄山学院经济管理学院,安徽黄山245021

出　　处：《黄山学院学报》2021年第6期131-133,共3页Journal of Huangshan University

基　　金：安徽省教育厅高校人文社会科学一般项目(SKHS2019B08);安徽省课程思政教研项目(2019JXYJ12);安徽省教学研究项目(2019jyxm1106);黄山学院校级教研项目(2018JXYJ19)。

摘　　要：选取学前教育师范生作为研究对象,通过问卷调查及访谈发现,学前教育师范生的专业认同感处于中等偏上水平;在性别层面上差异显著,女性群体优于男性群体;在年级层面差异性显著,大一年级优于其他年级;在报考志愿选择上,自主选择志愿的师范生专业认同感更高。This study selected students majoring in preschool education in Huangshan University as the objects.Through questionnaire and interview,we drew the following conclusions;In general,undergraduates’ professional identity is above the middle level;There are significant differences in gender,and the female group is better than the male group;There are significant differences at the grade level,and freshmen are better than other grades;In the choice of voluntary application,normal students who choose to volunteer have a higher sense of professional identity.

关 键 词：学前教育师范生 专业认同感 促进策略 

分 类 号：G65[文化科学—教育学]