摘要
运用自编量表对安徽省内7所大中专院校学前教育专业1 040名在校生职业心理素质进行调查,其中有效问卷906份,有效率87%。调查结果发现:学前教育专业学生职业心理素质整体较好,7个因子中得分最高的是"热爱幼儿",得分最低的是"情绪调控";不同培养层次学前教育专业学生在职业性格、职业认同、豁达公正、情绪调控、热爱幼儿等5个因子差异显著,灵敏性、教育效能感差异不显著;不同生源地学生在情绪调控上差异显著,在其他6个因子上差异不显著。基于调查分析,提出教育建议:开设职业心理教育专门课程或定期开展专项活动;提高心理健康教育针对性;强化职业生涯辅导教育。
A self-compiled scale was used to investigate psychological quality of students majoring inPreschool Education. 7 preschool education institutions and 1040 students in Anhui province were in-volved. 906 questionnaires were effective, with an effective rate of 87%. The results show that theprofessional psychological quality of preschool education students is fairly good. The highest score a-mong the 7 factors is “love children”, the lowest score is “emotion regulation”, and the students withdifferent training levels have 5 factors such as professional character, professional identity, open-minded public positive, emotional regulation and love for children. The difference is significant, thesensitivity and the sense of educational efficacy are not significant, the students in different placeshave significant differences in emotional regulation, and there is no significant difference between theother 6 factors. Based on the investigation and analysis, suggestions and countermeasures are put for-ward： to set up specialized courses in vocational psychological education or to carry out special activi-ties regularly, to improve the pertinence of mental health education, and to strengthen career guidanceeducation.
作者
王曲云
方东玲
WANG Qu-yun;FANG Dong-ling(Preschool Education Department,Hefei Preschool Education College,Hefei 230013,China)
出处
《合肥学院学报（综合版）》
2018年第3期116-120,共5页
Journal of Hefei University：Comprehensive ED
基金
安徽省高校优秀青年人才基金重点项目"学前教育专业学生职业心理素质的发展与培养策略研究"(2013SQRW141ZD)
安徽省质量工程教学研究重点项目"‘政-校-园’三位一体协作办园模式的实践研究"(2015zdjy205)资助
关键词
学前教育专业学生
职业心理素质
教育对策
preschool education major
professional psychological quality
educational countermeasures.
