本文選題：專業(yè)認(rèn)同　切入點(diǎn)：漢語國際教育專業(yè)本科生　出處：《云南師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：漢語國際教育專業(yè)本科生的專業(yè)認(rèn)同是對專業(yè)學(xué)習(xí)和專業(yè)發(fā)展的認(rèn)識和認(rèn)可。通過對漢語國際教育專業(yè)學(xué)生的專業(yè)認(rèn)同進(jìn)行調(diào)查研究，了解他們對自己專業(yè)的認(rèn)同情況，對于培養(yǎng)合格漢推人才，促進(jìn)學(xué)生提高專業(yè)認(rèn)同有很大的啟發(fā)作用。 本研究運(yùn)用文獻(xiàn)分析法和訪談法確定了專業(yè)認(rèn)同的維度，采用自編的《漢語國際教育專業(yè)本科生專業(yè)認(rèn)同調(diào)查問卷》對紅河學(xué)院國際學(xué)院的185名漢語國際教育專業(yè)學(xué)生進(jìn)行了調(diào)查研究，調(diào)查結(jié)果表明： 1.漢語國際教育專業(yè)本科生的專業(yè)認(rèn)同描述性統(tǒng)計(jì)數(shù)據(jù)中的均值屬于中間值略偏上，說明學(xué)生的認(rèn)同水平尚可，，處于中等水平。 2.漢語國際教育專業(yè)本科生的專業(yè)認(rèn)同在學(xué)生的年級、生源、學(xué)校整體教學(xué)條件、就業(yè)前景評價(jià)、專業(yè)成績和性格上存在顯著差異，在性別和高考志愿選擇上不存在顯著差異。 3.漢語國際教育專業(yè)本科生的專業(yè)認(rèn)同與三個(gè)外部情景之間存在顯著的相關(guān)性，進(jìn)一步研究分析發(fā)現(xiàn)就業(yè)前景和外部支持是影響專業(yè)認(rèn)同的主要因素。 基于調(diào)查結(jié)果，筆者建議可以通過加強(qiáng)專業(yè)招生宣傳，社會(huì)支持，專業(yè)建設(shè)及自我反思和管理來促進(jìn)學(xué)生的專業(yè)認(rèn)同度。
[Abstract]:The professional identity of undergraduates majoring in Chinese international education is the understanding and recognition of professional learning and professional development. Through the investigation and study of the professional identity of students majoring in Chinese international education, we can find out their own professional identity. It has great enlightening effect on cultivating qualified talents and promoting students' professional identity. This study uses literature analysis and interviews to determine the dimensions of professional identity. A self-designed questionnaire on the professional identity of undergraduates majoring in Chinese International Education was used to investigate 185 students majoring in Chinese international education in the International College of Honghe University. The results showed that:. 1. The average value of descriptive statistical data of professional identity of undergraduates majoring in Chinese international education is slightly above the middle value, which indicates that the level of students' identity is fair and at the middle level. 2.The professional identity of undergraduates majoring in Chinese international education has significant differences in grades, student resources, school teaching conditions, employment prospect evaluation, professional achievement and personality, but there is no significant difference in gender and college entrance examination voluntary choice. 3. There is a significant correlation between the professional identity of the undergraduates majoring in Chinese international education and the three external situations. Further analysis shows that the employment prospect and external support are the main factors affecting the professional identity. Based on the results of the investigation, the author suggests that students' professional identity can be promoted by strengthening professional enrollment publicity, social support, professional construction, self-reflection and management.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：H195

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