摘要
学前特殊教育专业认证坚持“学生中心、产出导向、持续改进”,专业认同影响学生的学习生活和未来就业,建立专业认同感有利于调动学生学习积极性,提高学习效率,促进就业,避免特殊教育师资人才流失。本研究以培养学前教育阶段特殊教育师资的F省Z校特殊教育专业在读108名专科生为研究对象进行问卷调查,了解其专业认同现状,调查发现:该校特殊教育专业学生专业认同整体处于中等水平,在年级上存在差异,在性别、生源地上差异不显著。在对结果分析与讨论的基础上从学校、社会和学生三个方面提出提高学前特殊教育专科生专业认同水平的可行建议。
Preschool special education professional certification adheres to“student-centered,output-oriented,continuous improvement”.Professional identity affects students’living and future employment.Therefore,establishing professional identity is conducive to mobilizing students’learning enthusiasm,improving learning efficiency,promoting employment and avoiding the loss of teachers and talents for special education.In this study,a questionnaire survey was conducted among 108 junior college students majoring in special education in Z School of F Province,which trains special education teachers,to understand the status quo of their professional identity.The survey found that the professional identity of students majoring in special education in this school is generally at a medium level,with differences in grades,but no significant differences in gender and source of students.Based on the analysis and discussion of the results,this study puts forward some feasible suggestions to improve the professional identity level of college students majoring in preschool special education from three aspects:school,society and students.
作者
王先达
焦静
Wang Xian-da;JIAO Jing(Department of Preschool Education,Fujian Preschool Education College,Fuzhou 350007,China)
出处
《陕西学前师范学院学报》
2020年第12期96-101,共6页
Journal of Shaanxi Xueqian Normal University
基金
福建省社会科学规划项目(2013B108)。
关键词
学前教育
特殊教育
专科生
专业认同
preschool education
special education
junior college students
professional identity
