摘要
以Y职业院校2021级学前教育专业新生为研究对象,采用自编问卷探究三年制与五年制高职院校学前教育专业新生的专业认知现状及其影响因素。研究表明,不同学制新生的专业认知水平总体不高,三年制新生的专业认知水平显著低于五年制新生,年龄特点、家庭情况、择校原因、专业选择原因和重要他人是影响其专业认知的因素。基于此,提出五点建议,以期提高新生专业认知水平,推动后续专业学习与发展,为学校人才培养夯实基础。
By taking the freshmen majoring in preschool education of Grade 2021 in Y Vocational College as the research object,a self-designed questionnaire was applied to explore the current situation and influencing factors of professional cognition of freshmen majoring in preschool education in three-yearschooling and five-year-schooling vocational colleges.The study shows that the professional cognition of freshmen in different schooling systems is generally not high.The professional cognition of freshmen in the three-year schooling system is significantly lower than that of freshmen in five-year schooling system.Age,family situation,reasons for choosing the college,reasons for choosing the major and the significant others are the factors influencing their professional cognition.Five suggestions are put forward in order to improve the professional cognition of freshmen,promote their professional learning and development,and finally lay a solid foundation for colleges talent training.
作者
郭芙蓉
肖琦
GUO Furong;XIAO Qi(No.1 Branch of School of Preschool Education,Yancheng Kindergarten Teachers College,Yancheng Jiangsu 224005 China;Institute of Preschool Education,Yancheng Kindergarten Teachers College,Yancheng Jiangsu 224005 China)
出处
《成都师范学院学报》
2022年第4期63-72,共10页
Journal of Chengdu Normal University
基金
中国学前教育研究会“十四五”研究课题“基于大先生理念的学前教育师资培养研究”(K20210474)
2021年度盐城幼儿师范高等专科学校“青蓝工程”资助。
关键词
专业认知
高职院校
学前教育专业
专业情感
专业理念
专业学习
专业发展
学制
professional cognition
vocational colleges
preschool education major
professional feelings
professional beliefs
professional learning
professional development
schooling system
