三年制与五年制师范生教师职业认同之比较——以延边大学师范分院学生为例
Professional Identity and Normal Major Students with Three-year and Five-year Program——A case study of students of Branch of Normal College,Yanbian University
许文权 1李淑华1
作者信息
- 1. 延边大学师范分院科研处,吉林延吉133002
- 折叠
摘要
三年制师范生与五年制师范生在教师职业认同上不仅存在高认知、高情感、高价值判断与低意志行为倾向不协调的状态,而且在对教师职业的认知、情感、意志、功利等方面也存在明显差异。因此,应提高两种学制师范生教师职业认同教育,一要提高思想认识,加强师范生教师职业认同教育;二要加强师范技能教育,改革人才培养模式;三要加强专业思想教育,树立从教光荣的职业意识;四要营造尊师重教的环境氛围,对师范生教师职业认同进行潜移默化的影响。
Abstract
Comparatively speaking,professional identity is uncoordinated in the minds of normal major students with three-year program and those with five-year program,i.e.high-level cognition,sentiment and value judgment mix with lower volitional behavior.Moreover,the above two have different views on the cognition,sentiment,willingness and utility of being teachers.Therefore,it is necessary to improve the identity education for students with the two programs： to promote the ideological understandings and enhance the education of professional identity;to strengthen the vocational training and change the mode of talents＇ cultivation;to inspire honorable occupational awareness;to create a climate of respect for teachers and education and accomplish the identity through osmosis
关键词
三年制与五年制/师范学生/教师职业认同/对策Key words
three-year program and five-year program/normal major student/professional identity as teachers/countermeasure引用本文复制引用
出版年
2012
NETL
NSTL
维普
万方数据