摘要
对成人教育学硕士研究生专业认同水平进行施测,结果表明成人教育学硕士研究生专业认同总体得分偏低;从导师因素、个人因素、社会因素、专业因素、学校因素和家人朋友因素六个维度对专业认同影响因素进行考察,结果表明专业认同影响因素总体得分不高,且得分存在性别、年级和工作与否的差异;专业认同与影响因素关系研究表明二者之间存在显著正相关,回归模型显示导师因素、个人因素、社会因素和家人朋友因素四个维度进入最后回归方程,共同参与对专业认同水平的影响。针对成人教育学专业认同研究结果,提出国家政策帮扶、学科体系建设、职业岗位规范、师资队伍强化、课程设置优化、培养模式创新六个层面的对策建议,以期提高成人教育学专业认同水平。
By editing the M adult education professional identity and the influencing factors＇ questionnaire, the results show that the adult education of postgraduate professional identity generally is low. Detecting the professional identity factors from six dimensions, in-cluding teacher factors, individual factors, social factors, professional factor, school factor, family and friends^factor, the results show that factors grades directly affected by gender, grade . and job condition are not high. Professional identity and influencing factors have significantly positive correlation. Linear regression model shows that teacher factors, individual factors, social factors and family friends v dimensions have key roles to professional identity level. To provide relevant countermeasures and suggestions from six aspects, nation-al policy support, discipline system construction, the professional norms, strengthen faculty and curriculum optimization, the training mode innovation.
出处
《现代远距离教育》
CSSCI
2016年第6期11-19,共9页
Modern Distance Education
基金
国家社会科学基金"十三五"规划(教育学)国家一般课题(编号:BKA160156)"利益相关者视域下高校继续教育治理模式与形成机理研究"的阶段性成果
