發(fā)布時間：2018-09-10 16:56

【摘要】：教師成為專業(yè)性職業(yè)是教師教育研究中一個熱門問題，作為明日的教師的師范生，如何看待教師這一職業(yè)，實現(xiàn)自己的專業(yè)化，對以后教師隊伍的發(fā)展有著重要的作用。實習是影響師范生專業(yè)認同的重要因素，如何通過實習，提升師范生的專業(yè)認同，是一個值得研究的問題。 本論文旨在通過對實習生實習前后專業(yè)認同的調查，研究實習是否對實習生的專業(yè)認同有作用，以及實習中哪些因素影響了實習生的專業(yè)認同。為達到此目的，本研究選取東北師范大學250名教育實習生為研究對象，運用問卷調查法，以自編的調查問卷為研究工具，對實習前后實習生進行問卷調查，，運用SPSS17.0進行統(tǒng)計分析，最后得出研究結論，并提出了相應的建議。 本研究得到以下結論：1.實習生的專業(yè)認同在實習前后沒有顯著的變化，但專業(yè)知能維度上升，持續(xù)承諾維度下降。2.從人口統(tǒng)計學變量上看，在性別上，男生實習后專業(yè)認同下降，女生上升；在專業(yè)上，文科生實習前后專業(yè)認同增加幅度大于理科生，文科生持續(xù)承諾維度顯著提高；從家教經(jīng)歷上，沒有家教經(jīng)歷的實習生實習后專業(yè)認同下降，有家教經(jīng)歷的上升；從實習年級上看，小學初中實習的實習生實習后專業(yè)認同上升，在高中實習的專業(yè)認同下降，但專業(yè)知能維度顯著提高；從父母是否有老師上看，兩者無顯著變化。3.教育實習生專業(yè)認同現(xiàn)狀上看，整體水平較高，專業(yè)認識維度得分最高，持續(xù)承諾水平稍低，人口統(tǒng)計學變量對其影響不一，家教經(jīng)歷、實習方式、講課節(jié)數(shù)、對實習重視程度都對實習生的專業(yè)認同有重要影響。3.對實習生專業(yè)認同影響因素中，實習指導教師、實習結束后的反思排在前兩位，大學階段的教育類課程對其影響最小。 針對研究的結論，本研究提出以下建議：1.實習指導教師選擇要有指派行；2.強調總結與反思；3.延長實習時間，健全實習組織管理工作；4.實習學校的選擇與分配要適宜；5.合理安排大學階段的課程。
[Abstract]:Teacher becoming a professional profession is a hot issue in the research of teacher education. As a teacher student of tomorrow, how to treat teachers as a profession and realize their own specialization will play an important role in the development of teachers' team in the future. Practice is an important factor affecting the professional identity of normal school students. How to promote the professional identity of normal students through practice is a problem worth studying. The purpose of this paper is to investigate whether the practice has an effect on the professional identity of the intern and what factors affect the professional identity of the intern through the investigation of the professional identity of the intern before and after the intern practice. In order to achieve this goal, 250 educational interns from Northeast normal University were selected as the research objects, and the self-made questionnaire was used as the research tool to investigate the intern before and after practice. SPSS17.0 is used for statistical analysis. Finally, the conclusion is drawn, and the corresponding suggestions are put forward. This study draws the following conclusion: 1. The professional identity of interns did not change significantly before and after practice, but the dimension of professional knowledge and ability increased, and the dimension of continuous commitment decreased by .2. In terms of demographic variables, male students' professional identity decreased after practice, while female students' professional identity increased, while before and after practice, the increase of professional identity of arts students was greater than that of science students, and the dimension of sustained commitment of arts students increased significantly. From the perspective of tutoring experience, the professional identity of the interns without the experience of tutoring declined, and the professional identity of the intern in the junior middle school increased, and the professional identity of the intern in the senior middle school decreased, from the perspective of the grade of practice, the professional identity of the intern in the junior middle school increased. But the dimensions of professional knowledge and ability were significantly improved, and there was no significant change in the two dimensions from the point of view of whether the parents had a teacher or not. 3. In terms of the status quo of professional identity of educational interns, the overall level is high, the score of professional cognition is the highest, the level of sustained commitment is slightly lower, the influence of demographic variables is different, the experience of tutor, the way of practice, the number of lectures, The degree of attention to practice has an important impact on the professional identity of interns. 3. Among the influencing factors of interns' professional identity, the tutors of internship and the reflection after practice ranked first two, and the educational courses in the university stage had the least influence on them. According to the conclusion of the study, this study puts forward the following recommendations: 1. Practice guidance teacher selection should have the assignment line 2. Emphasis on summing up and introspection. Extend practice time, perfect practice organization and management work. The selection and distribution of practical schools should be suitable for 5. 5%. Arrange the courses at the university stage reasonably.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：G652.4

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