五年一贯制学前教育专业学生专业认同现状分析——以晋城职业技术学院为例  

Analysis of the Status Quo of Professional Identity of Students Majoring of Preschool Education of the Five-year Consistent System——Taking Jincheng Institute of Technology as an Example

作　　者：孙文娟[1] SUN Wenjuan(Jincheng Institute of Technology,Jincheng,Shanxi 048000,China)

机构地区：[1]晋城职业技术学院,山西晋城048000

出　　处：《晋城职业技术学院学报》2024年第6期23-27,44,共6页Journal of Jincheng Institute of Technology

基　　金：晋城职业技术学院2024年度课题《五年一贯制学前教育专业学生专业认同现状调查研究》(项目编号:LX2406)。

摘　　要：专业认同不仅影响学生在校期间的学习体验,还影响未来择业和职业坚定性。以晋城职业技术学院为例,对五年一贯制学前教育专业学生进行了专业认同性调研。结果显示,专业认同整体呈中等偏上水平,但在学习成绩、年级、生源地和奖学金四个维度上存在差异,为此,提出了四点促进策略,以期为同类院校提高专业认同提供理论与实践借鉴。Professional identity not only affects students’learning experiences during their school years,but also affects their future career choices and career perseverance.Taking Jincheng Institute of Technology as an example,a survey has been conducted on the students majoring in preschool education of the five-year consistent system.The results show that the overall professional identity is at a level above the medium,but the differences exist in four dimensions,namely academic performance,grade,place of origin,and scholarship.Therefore,four strategies are proposed in hoping to provide theoretical and practical references for similar universities to improve students’professional identity.

关 键 词：五年一贯制 学前教育专业 专业认同 

分 类 号：G712[文化科学—职业技术教育学]