专业认证背景下指导教师支持性沟通对师范生毕业设计达成的影响  

The Influence of Instructors'Supportive Communication on the Achievement of Graduation Design among Normal Students Under the Background of Professional Certification

作　　者：乐星宇 LE Xing-yu(School of Heqin Preschool Education,Ningbo Childhood Education College,Ningbo 315336)

机构地区：[1]宁波幼儿师范高等专科学校鹤琴学前教育学院,浙江宁波315336

出　　处：《潍坊工程职业学院学报》2025年第2期85-91,共7页Journal of Weifang Engineering Vocational College

基　　金：浙江省高等教育学会2024年度高等教育研究一般课题“专业认证背景下师范生教育实践体系创新研究”(编号:KT2024322);2024-2025年度浙江省成人教育与职业教育科研课题:黄炎培职教思想下“德才兼备”高从教意愿师范生培养研究(编号:2024-12);宁波幼儿师范高等专科学校2024年度校级科研一般课题:专业认证背景下学前教育师范生教育实践体系优化路径(编号:NBYZKY2024007)。

摘　　要：为探讨指导教师支持性沟通对师范生毕业设计达成的影响及其作用机制,使用支持性沟通问卷、写作焦虑问卷、毕业设计达成度问卷对宁波某高校大三师范生的90名毕业设计指导教师发放调查问卷。研究发现:指导教师支持性沟通与师范生毕业设计达成呈显著正相关(r=0.428,p<0.01);写作焦虑在支持性沟通与毕业设计达成间起中介作用,间接效应值=0.08,Boot SE=0.05,95%置信区间=[0.01,0.20]。基于此,高校应当强化导师培训,提升支持性沟通技能;关注学生写作焦虑,实施个性化干预;优化毕业设计管理,加强监控与反馈。In order to explore the impact of instructors supportive communication on the achievement of graduation design among normal students and its mechanism,a survey questionnaire was distributed to 90 graduation design instructors of junior normal students in a college in Ningbo using the supportive communication questionnaire,writing anxiety questionnaire,and graduation design achievement questionnaire.The study found that there was a significant positive correlation between instructors'supportive communication and the achievement of graduation design among normal students(r=0.428,p<0.01);that writing anxiety played a mediating role between supportive communication and graduation design achievement,with an indirect effect size of 0.08,Boot SE=0.05,and 95%CI=[0.01,0.20].Based on this,college should strengthen instructor training,improve supportive communication skills,pay attention to students'writing anxiety,implement personalized intervention,optimize graduation design management,and strengthen monitoring and feedback.

关 键 词：支持性沟通 毕业设计 写作焦虑 师范生 

分 类 号：G652[文化科学—教育学]