本文選題：高職院校學(xué)生　切入點(diǎn)：專業(yè)認(rèn)同　出處：《云南大學(xué)》2013年碩士論文

【摘要】：高職院校培養(yǎng)目標(biāo)的職業(yè)針對(duì)性、實(shí)用性比較強(qiáng),客觀上要求學(xué)生對(duì)所學(xué)專業(yè)進(jìn)行準(zhǔn)確的定位,增強(qiáng)自身對(duì)專業(yè)的認(rèn)同。高職院校學(xué)生專業(yè)認(rèn)同程度關(guān)系到專業(yè)的良性發(fā)展和學(xué)業(yè)的順利完成,直接影響到其將來(lái)的職業(yè)發(fā)展,甚至影響到社會(huì)專業(yè)對(duì)口人才的儲(chǔ)備與國(guó)家的競(jìng)爭(zhēng)力。尤其在當(dāng)今我國(guó)社會(huì)經(jīng)濟(jì)發(fā)展需要大量的應(yīng)用型人才的現(xiàn)實(shí)情況下,對(duì)高職院校學(xué)生專業(yè)認(rèn)同的研究可以從側(cè)面發(fā)現(xiàn)高職教育存在的問(wèn)題,為提升高職教育質(zhì)量提供參考資料。 近幾年,國(guó)內(nèi)外學(xué)者已經(jīng)從社會(huì)學(xué)、心理學(xué)等多學(xué)科角度對(duì)專業(yè)認(rèn)同進(jìn)行了廣泛的探討和研究,但是,國(guó)外關(guān)于專業(yè)認(rèn)同的研究多集中于對(duì)特定職業(yè)群體的研究,且將專業(yè)認(rèn)同與職業(yè)認(rèn)同視為同一,關(guān)于高校學(xué)生專業(yè)認(rèn)同的研究很少；國(guó)內(nèi)雖然已經(jīng)開(kāi)始關(guān)注對(duì)高校學(xué)生專業(yè)認(rèn)同的研究,但大多聚焦于本科生群體,對(duì)高職院校學(xué)生群體的關(guān)注較少。 基于此,本研究在參閱現(xiàn)有文獻(xiàn)資料的基礎(chǔ)上,結(jié)合高職院校的特點(diǎn),對(duì)秦攀博的問(wèn)卷進(jìn)行修改,形成針對(duì)高職院校學(xué)生專業(yè)認(rèn)同的調(diào)查問(wèn)卷。選取山西省Y市現(xiàn)有四所高職院校,即山西水利職業(yè)技術(shù)學(xué)院、山西運(yùn)城農(nóng)業(yè)職業(yè)技術(shù)學(xué)院、山西運(yùn)城幼兒師范高等專科學(xué)校和運(yùn)城職業(yè)技術(shù)學(xué)院開(kāi)展調(diào)查研究,通過(guò)問(wèn)卷和訪談對(duì)四所高職院校學(xué)生專業(yè)認(rèn)同的維度、現(xiàn)狀、發(fā)展特點(diǎn)及與外部環(huán)境的關(guān)系進(jìn)行了研究,研究結(jié)論如下： (1)高職院校學(xué)生專業(yè)認(rèn)同的維度,分別為：認(rèn)知性、情感性、行為性和切適性四個(gè)維度； (2)山西省Y市高職院校學(xué)生的總體專業(yè)認(rèn)同程度處于中等偏上水平(M=3.54),其中,適切性維度得分略低于其他三個(gè)維度； (3)山西省Y市高職院校學(xué)生專業(yè)認(rèn)同度在性別、專業(yè)、學(xué)校以及年級(jí)等方面存在顯著性差異；在父母受教育程度、是否獨(dú)生子女和生源地三方面上不存在差異性； (4)山西省Y市高職院校學(xué)生的專業(yè)認(rèn)同度與宏觀社會(huì)環(huán)境和微觀教育環(huán)境呈現(xiàn)顯著的正相關(guān)。在宏觀社會(huì)環(huán)境中,高職院校學(xué)生專業(yè)認(rèn)同程度與對(duì)口職業(yè)聲望、對(duì)口職業(yè)就業(yè)率、對(duì)口職業(yè)薪資、自我實(shí)現(xiàn)均存在中度相關(guān)。其中,對(duì)口職業(yè)聲望與專業(yè)認(rèn)同度的相關(guān)性最高。在微觀教育環(huán)境中,高職院校學(xué)生專業(yè)認(rèn)同程度與學(xué)習(xí)和生活均存在相關(guān)性,而學(xué)習(xí)與專業(yè)認(rèn)同度的相關(guān)程度高于生活與專業(yè)認(rèn)同度的相關(guān)程度。在學(xué)習(xí)維度中,教學(xué)與專業(yè)認(rèn)同度相關(guān)性最高。而在教學(xué)中,教學(xué)建設(shè)與改革對(duì)于高職院校學(xué)生專業(yè)認(rèn)同程度的影響作用最大。 根據(jù)影響高職院校學(xué)生專業(yè)認(rèn)同度的個(gè)體特征因素和主要外部環(huán)境因素,針對(duì)高職院校學(xué)生專業(yè)認(rèn)同的具體差異,提出提升高職院校學(xué)生專業(yè)認(rèn)同水平的建議： 第一,加強(qiáng)高職學(xué)生的心理疏導(dǎo),引導(dǎo)其擺正心態(tài),提升自我調(diào)適能力； 第二,加強(qiáng)理工類高職學(xué)生的人文教育,開(kāi)闊視野,提升綜合素質(zhì)； 第三,加大專業(yè)宣傳力度,展現(xiàn)院校自身特點(diǎn),擴(kuò)大社會(huì)認(rèn)識(shí)度和影響力； 第四,以市場(chǎng)需求為導(dǎo)向,靈活調(diào)整專業(yè)設(shè)置； 第五,以行業(yè)為主導(dǎo),研究多方位課程開(kāi)發(fā)； 第六,增加政府介入,促進(jìn)“校政企合作”的實(shí)踐教學(xué)。
[Abstract]:The training goal of Higher Vocational Colleges occupation targeted, practical, objectively requires students to locate the specialty, enhance their professional identity of the students in higher vocational colleges. The degree of professional identity in relation to the benign development of the professional and the successful completion of their studies, directly affect the occupation in the future development, and even affect the to the society of professional talents reserve and national competitiveness. Especially in the reality of China's current socio-economic development requires a lot of application-oriented talents under the research on Higher Vocational College Students' professional identity can be found from the side of higher vocational education problems, provide reference for improving the quality of vocational education.
In recent years, domestic and foreign scholars from sociology, psychology and other disciplines perspective has been widely discussed and studied, but the research on professional identity, professional identity abroad focused on the study of specific occupation groups, and professional identity and occupation identity as the same, very little research on college students identity; domestic although have begun to focus on the study of College Students' professional identity, but most of them focus on the undergraduate group, fewer students in vocational colleges.
Based on this, this study on the basis of referring to the existing literature, combined with the characteristics of higher vocational colleges, to modify the Qin Panbo questionnaire and the questionnaire for Vocational College Students' professional identity. Select the Y city in Shanxi province existing four vocational colleges, Shanxi Conservancy Technical College, Shanxi Yuncheng Agricultural Vocational College, Shanxi survey on children in Yuncheng Teachers College Career Technical College and Yuncheng, through dimensions, questionnaires and interviews of four students of higher vocational colleges professional identity of the status quo, development characteristics and the relationship with the external environment were studied. The conclusions of the study are as follows:
(1) the dimensions of professional identity of higher vocational college students are the four dimensions of cognitive, emotional, behavioral and tangential.
(2) the overall professional identity of Vocational College Students in Shanxi Y is in the middle level (M=3.54), and the appropriateness dimension score is slightly lower than the other three dimensions.
(3) there are significant differences in professional identity of Vocational College Students in Shanxi Y city in terms of gender, profession, school and grade. There is no difference in three aspects of parents' education level, whether they are single child or student origin.
(4) Y city of Shanxi Province Vocational College Students' professional identity and macro social environment and micro environment of education has a significant positive correlation. In the macro social environment, students' professional identity degree in Higher Vocational Colleges and their counterparts in occupation prestige, suitable occupation employment, suitable occupation salary, self realization are moderately correlated. Among them, the counterpart occupation prestige and professional identity. The highest correlation in the micro educational environment, higher vocational college students' professional identity and the degree of learning and life are related, and learning and related to the degree of professional identity is higher than the degree of life and professional identity. In the dimensions of learning, teaching and professional identity in the highest correlation. In the teaching, teaching construction and Reform for Vocational College Students' professional identity degree plays an important role.
According to the individual characteristics and the main external environment factors affecting the professional identity of vocational college students, this paper puts forward some suggestions for improving the professional identity of Higher Vocational College Students: Based on the specific differences of professional identity of vocational college students.
First, to strengthen the psychological guidance of students in higher vocational education, to guide their attitude and to improve their ability to adjust themselves.
Second, to strengthen the humanities education of Polytechnic vocational students, broaden their horizons and improve their comprehensive quality.
Third, increase professional publicity, show the characteristics of colleges and universities, and expand social awareness and influence.
Fourth, with the market demand as the guidance, flexible adjustment of professional settings;
Fifth, taking the industry as the leading part, the study of multi-directional curriculum development;
Sixth, increase government intervention and promote the practical teaching of "school government and enterprise cooperation".

【學(xué)位授予單位】：云南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G718.5

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