摘要
本研究选取两所教育部直属全国重点师范大学开展了"特殊教育专业本科生专业认同现状"的调查研究。结果发现:(1)2所学校特教专业本科生的专业认同仅处于中等水平,其中,价值与发展认同显著最高,接近认同水平;职业认同水平较低,且显著低于其他4个维度;情感认同、教学认同和专业投入都处于中等水平,专业投入极其显著地低于情感认同,教学认同与其他维度的差异都不显著。(2)学校在教学认同、职业认同两个维度上差异极其显著;性别在专业认同及其职业认同维度上差异显著,在情感认同上差异极其显著;年级在专业认同及其投入、教学认同维度上差异都极其显著,在情感认同上差异显著。研究在对结果的分析与讨论的基础上,给出了提升特教专业本科生专业认同的针对性建议。
This study is intended to make an investigation into the present professional identity of the undergraduates majoring in special education in two key normal universities directly under the Ministry of Education.The results reveal the following：（1） The undergraduates identify with their major merely at a medium level,but they identify with their professional value and development at the highest level;they identify with their future profession at a significantly lower level than with the other four dimensions;they identify with the professional affection and the professional teaching,and devote themselves to their major at a medium level,with their devotion to their major at a significantly lower level than their professional affection;they show no significant difference in the professional teaching and other dimensions.（2） There is a significant difference between the two normal universities in the undergraduates＇ identity of the professional teaching and the future profession;the undergraduates show a significant gender difference in their identity of the major and the future profession,especially in their identity of the professional affection;and the undergraduates show a significant academic-year difference in their identity of the professional affection,especially in their identity of the major,the professional teaching,and their devotion to the major.In conclusion,the article gives suggestions on how to promote the undergraduates＇ professional identity,based on the results of the investigation.
出处
《中国特殊教育》
CSSCI
北大核心
2011年第4期22-29,共8页
Chinese Journal of Special Education
关键词
特殊教育专业
本科生
专业认同
special education undergraduate professional identity
