高师院校小学教育专业学生专业认同与学习投入的关系探讨  

The Relationship Between Professional Identity and Learning Engagement of Primary Education Majors of Normal Universities

作　　者：李国峰 陶玉凤 LI Guofeng;TAO Yufeng(College of Educational Science,Chuzhou University,Chuzhou,Anhui 239000,China;Maanshan Zhangjiao Primary School,Maanshan,Anhui 243100,China)

机构地区：[1]滁州学院教育科学学院,安徽滁州239000 [2]马鞍山彰教小学,安徽马鞍山243100

出　　处：《成都师范学院学报》2023年第3期91-100,共10页Journal of Chengdu Normal University

基　　金：2019年度安徽省哲学社会科学规划青年项目(AHSKQ2019D032);2021年度滁州学院教学研究重点项目(2021jyz032)。

摘　　要：以安徽省某地方应用型高校小学教育专业205名师范生为被试,采用问卷调查法探讨其专业认同与学习投入之间的关系。结果表明:小学教育专业师范生的专业认同和学习投入均处于中等偏上水平,且在生源地、专业选择和报考志愿上有显著差异,而在性别和年级上没有显著差异;小学教育专业师范生专业认同和学习投入存在显著正相关关系;小学教育专业师范生的专业认知、专业情感和专业行为能够正向预测学习投入。基于前述研究结论,提出了提高专业认同感和学习投入度的建议。By taking 205 primary education majors in an application-oriention local university in Anhui Province as the subjects,the questionnaire survey method was adopted to discuss the relationship between professional identity and learning engagement of the students.The results show that the professional identity and learning engagement of primary education majors of normal universities are at a moderately high level,there are significant differences in origin,major choice and college application preference,while there is no significant difference in gender and grade.There is a significant positive correlation between the professional identity and learning engagement of these students.Their professional identity,professional emotion and professional behavior can positively predict learning investment.Suggestions are put forward to improve the professional identity and learning engagement based on the above-mentioned research conclusions.

关 键 词：专业认同 学习投入 小学教育专业 本科师范生 高师院校 专业情感 专业认知 

分 类 号：G655[文化科学—教育学]