特殊教育免费师范生专业承诺和学习投入的现状及关系研究
发布时间：2018-08-14 11:25
【摘要】：2007年起国家开始实施师范生免费教育政策,目的在于吸引更多的优秀大学生投入教育事业,鼓励他们为教育事业奉献终身。这项政策的实施一方面缓和了国家教育事业优秀教师的缺失状况,另一方面也为一些家庭经济条件较差的大学生提供了上学的机会。大学生为何报考免费师范?他们对自己的专业认同吗?他们是否能够在完成各项基本学习要求的同时乐于挑战和提升自己的专业技能,以更好的专业水准来回报社会所赋予他们的特殊使命呢?这些问题备受社会各界人士的关注。文献研究发现,学生专业承诺水平的高低是学生的专业思想的重要体现,学生对本专业的认同以及未来对从事本专业相关工作的渴望影响着学生对待专业学习的态度,以及投入的程度。而学生的学习投入程度也在某方面反映了学生的专业思想。同时,一些实证研究发现,学生的专业承诺与学习投入确实存在着某些相关性。因此,笔者决定对特殊教育免费师范生专业承诺和学习投入进行现状调查,并探讨他们之间的关系。本研究采用的是连榕等人编制的《大学生专业承诺问卷》以及舒子吁编制的《大学生学习投入问卷》对新疆师范大学特殊教育免费师范生155名在校生进行问卷调查。问卷所得数据均采用SPSS21.0统计软件进行录入以及处理。根据专业承诺和学习投入的描述性分析所得结果,笔者进一步进行了各变量的差异性检验,以及专业承诺和学习投入之间的相关性分析和回归分析。本研究所得结论主要有:1.特殊教育免费师范生的专业承诺水平处于中等偏上水平,这与前人所得结果一致。在人口变量学上,其专业承诺在性别、民族以及生源地上存在显著的差异。2.特殊教育免费师范生学习投入整体处于中等偏上水平。在人口变量学研究上,发现其学习投入水平在性别、年级以及生源地上差异显著。3.通过相关性分析发现:专业承诺与学习投入呈显著正相关。专业承诺中的情感承诺、规范承诺以及理想承诺与学习投入的学习收益维度相关性最高。而继续承诺与学习投入中的专注维度相关性最高。4.通过对专业承诺和学习投入进行线性回归分析可知:专业承诺中的情感承诺对学习投入的回归解释力为26.6%,且回归系数显著,说明了情感承诺对学习投入有显著正向影响。
[Abstract]:In 2007, the government began to implement the policy of free education for normal students, with the aim of attracting more excellent college students into education and encouraging them to devote their lives to the cause of education. On the one hand, the implementation of this policy alleviates the lack of excellent teachers in national education, on the other hand, it also provides some college students with poor family economic conditions with the opportunity to go to school. Why do college students apply for free teacher training? Do they recognize their profession? Will they be able to challenge and upgrade their professional skills while fulfilling their basic learning requirements in return for the special mission given to them by society? These problems have attracted the attention of people from all walks of life. The literature research found that the level of students' professional commitment is an important embodiment of students' professional thinking, and students' recognition of their major and their desire to engage in related work in the future affect the students' attitude towards professional learning. And the degree of input. And the degree of student's study investment also reflects the student's professional thought in a certain way. At the same time, some empirical studies have found that there is some correlation between students' professional commitment and learning commitment. Therefore, the author decides to investigate the current situation of special education free normal students' professional commitment and study investment, and to explore the relationship between them. In this study, 155 students of special education in Xinjiang normal University were investigated by Lian Rong and Shu Zixu's questionnaire on College students' Professional commitment. The data obtained from the questionnaire were input and processed by SPSS21.0 statistical software. Based on the results of descriptive analysis of professional commitment and learning input, the author further tests the differences of the variables, as well as the correlation analysis and regression analysis between professional commitment and learning input. The main conclusions of this study are as follows: 1. The level of professional commitment of free teachers in special education is above the middle level, which is consistent with the previous results. In terms of population variables, there are significant differences in their professional commitment in terms of gender, ethnicity and origin. 2. Special education free normal students on the whole in the study of the upper level. In the study of population variables, it was found that there were significant differences in the level of learning input in gender, grade, and the origin of students. Through correlation analysis, it is found that professional commitment is significantly positively correlated with learning input. Emotional commitment, normative commitment and ideal commitment have the highest correlation with learning income dimension in professional commitment. However, continuing commitment has the highest correlation with focus dimension. 4. Through the linear regression analysis of professional commitment and learning input, it can be seen that the regression explanatory power of affective commitment in professional commitment to learning input is 26.6and the regression coefficient is significant, which indicates that affective commitment has significant positive influence on learning input.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G652
本文编号：2182700
[Abstract]:In 2007, the government began to implement the policy of free education for normal students, with the aim of attracting more excellent college students into education and encouraging them to devote their lives to the cause of education. On the one hand, the implementation of this policy alleviates the lack of excellent teachers in national education, on the other hand, it also provides some college students with poor family economic conditions with the opportunity to go to school. Why do college students apply for free teacher training? Do they recognize their profession? Will they be able to challenge and upgrade their professional skills while fulfilling their basic learning requirements in return for the special mission given to them by society? These problems have attracted the attention of people from all walks of life. The literature research found that the level of students' professional commitment is an important embodiment of students' professional thinking, and students' recognition of their major and their desire to engage in related work in the future affect the students' attitude towards professional learning. And the degree of input. And the degree of student's study investment also reflects the student's professional thought in a certain way. At the same time, some empirical studies have found that there is some correlation between students' professional commitment and learning commitment. Therefore, the author decides to investigate the current situation of special education free normal students' professional commitment and study investment, and to explore the relationship between them. In this study, 155 students of special education in Xinjiang normal University were investigated by Lian Rong and Shu Zixu's questionnaire on College students' Professional commitment. The data obtained from the questionnaire were input and processed by SPSS21.0 statistical software. Based on the results of descriptive analysis of professional commitment and learning input, the author further tests the differences of the variables, as well as the correlation analysis and regression analysis between professional commitment and learning input. The main conclusions of this study are as follows: 1. The level of professional commitment of free teachers in special education is above the middle level, which is consistent with the previous results. In terms of population variables, there are significant differences in their professional commitment in terms of gender, ethnicity and origin. 2. Special education free normal students on the whole in the study of the upper level. In the study of population variables, it was found that there were significant differences in the level of learning input in gender, grade, and the origin of students. Through correlation analysis, it is found that professional commitment is significantly positively correlated with learning input. Emotional commitment, normative commitment and ideal commitment have the highest correlation with learning income dimension in professional commitment. However, continuing commitment has the highest correlation with focus dimension. 4. Through the linear regression analysis of professional commitment and learning input, it can be seen that the regression explanatory power of affective commitment in professional commitment to learning input is 26.6and the regression coefficient is significant, which indicates that affective commitment has significant positive influence on learning input.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G652
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