山西省Y市高职院校学生专业认同调查研究

发布时间：2018-04-05 20:19

本文选题：高职院校学生　切入点：专业认同　出处：《云南大学》2013年硕士论文

【摘要】：高职院校培养目标的职业针对性、实用性比较强,客观上要求学生对所学专业进行准确的定位,增强自身对专业的认同。高职院校学生专业认同程度关系到专业的良性发展和学业的顺利完成,直接影响到其将来的职业发展,甚至影响到社会专业对口人才的储备与国家的竞争力。尤其在当今我国社会经济发展需要大量的应用型人才的现实情况下,对高职院校学生专业认同的研究可以从侧面发现高职教育存在的问题,为提升高职教育质量提供参考资料。近几年,国内外学者已经从社会学、心理学等多学科角度对专业认同进行了广泛的探讨和研究,但是,国外关于专业认同的研究多集中于对特定职业群体的研究,且将专业认同与职业认同视为同一,关于高校学生专业认同的研究很少；国内虽然已经开始关注对高校学生专业认同的研究,但大多聚焦于本科生群体,对高职院校学生群体的关注较少。基于此,本研究在参阅现有文献资料的基础上,结合高职院校的特点,对秦攀博的问卷进行修改,形成针对高职院校学生专业认同的调查问卷。选取山西省Y市现有四所高职院校,即山西水利职业技术学院、山西运城农业职业技术学院、山西运城幼儿师范高等专科学校和运城职业技术学院开展调查研究,通过问卷和访谈对四所高职院校学生专业认同的维度、现状、发展特点及与外部环境的关系进行了研究,研究结论如下： (1)高职院校学生专业认同的维度,分别为：认知性、情感性、行为性和切适性四个维度； (2)山西省Y市高职院校学生的总体专业认同程度处于中等偏上水平(M=3.54),其中,适切性维度得分略低于其他三个维度； (3)山西省Y市高职院校学生专业认同度在性别、专业、学校以及年级等方面存在显著性差异；在父母受教育程度、是否独生子女和生源地三方面上不存在差异性； (4)山西省Y市高职院校学生的专业认同度与宏观社会环境和微观教育环境呈现显著的正相关。在宏观社会环境中,高职院校学生专业认同程度与对口职业声望、对口职业就业率、对口职业薪资、自我实现均存在中度相关。其中,对口职业声望与专业认同度的相关性最高。在微观教育环境中,高职院校学生专业认同程度与学习和生活均存在相关性,而学习与专业认同度的相关程度高于生活与专业认同度的相关程度。在学习维度中,教学与专业认同度相关性最高。而在教学中,教学建设与改革对于高职院校学生专业认同程度的影响作用最大。根据影响高职院校学生专业认同度的个体特征因素和主要外部环境因素,针对高职院校学生专业认同的具体差异,提出提升高职院校学生专业认同水平的建议：第一,加强高职学生的心理疏导,引导其摆正心态,提升自我调适能力；第二,加强理工类高职学生的人文教育,开阔视野,提升综合素质；第三,加大专业宣传力度,展现院校自身特点,扩大社会认识度和影响力；第四,以市场需求为导向,灵活调整专业设置；第五,以行业为主导,研究多方位课程开发；第六,增加政府介入,促进“校政企合作”的实践教学。
[Abstract]:The training goal of Higher Vocational Colleges occupation targeted, practical, objectively requires students to locate the specialty, enhance their professional identity of the students in higher vocational colleges. The degree of professional identity in relation to the benign development of the professional and the successful completion of their studies, directly affect the occupation in the future development, and even affect the to the society of professional talents reserve and national competitiveness. Especially in the reality of China's current socio-economic development requires a lot of application-oriented talents under the research on Higher Vocational College Students' professional identity can be found from the side of higher vocational education problems, provide reference for improving the quality of vocational education.
In recent years, domestic and foreign scholars from sociology, psychology and other disciplines perspective has been widely discussed and studied, but the research on professional identity, professional identity abroad focused on the study of specific occupation groups, and professional identity and occupation identity as the same, very little research on college students identity; domestic although have begun to focus on the study of College Students' professional identity, but most of them focus on the undergraduate group, fewer students in vocational colleges.
Based on this, this study on the basis of referring to the existing literature, combined with the characteristics of higher vocational colleges, to modify the Qin Panbo questionnaire and the questionnaire for Vocational College Students' professional identity. Select the Y city in Shanxi province existing four vocational colleges, Shanxi Conservancy Technical College, Shanxi Yuncheng Agricultural Vocational College, Shanxi survey on children in Yuncheng Teachers College Career Technical College and Yuncheng, through dimensions, questionnaires and interviews of four students of higher vocational colleges professional identity of the status quo, development characteristics and the relationship with the external environment were studied. The conclusions of the study are as follows:
(1) the dimensions of professional identity of higher vocational college students are the four dimensions of cognitive, emotional, behavioral and tangential.
(2) the overall professional identity of Vocational College Students in Shanxi Y is in the middle level (M=3.54), and the appropriateness dimension score is slightly lower than the other three dimensions.
(3) there are significant differences in professional identity of Vocational College Students in Shanxi Y city in terms of gender, profession, school and grade. There is no difference in three aspects of parents' education level, whether they are single child or student origin.
(4) Y city of Shanxi Province Vocational College Students' professional identity and macro social environment and micro environment of education has a significant positive correlation. In the macro social environment, students' professional identity degree in Higher Vocational Colleges and their counterparts in occupation prestige, suitable occupation employment, suitable occupation salary, self realization are moderately correlated. Among them, the counterpart occupation prestige and professional identity. The highest correlation in the micro educational environment, higher vocational college students' professional identity and the degree of learning and life are related, and learning and related to the degree of professional identity is higher than the degree of life and professional identity. In the dimensions of learning, teaching and professional identity in the highest correlation. In the teaching, teaching construction and Reform for Vocational College Students' professional identity degree plays an important role.
According to the individual characteristics and the main external environment factors affecting the professional identity of vocational college students, this paper puts forward some suggestions for improving the professional identity of Higher Vocational College Students: Based on the specific differences of professional identity of vocational college students.
First, to strengthen the psychological guidance of students in higher vocational education, to guide their attitude and to improve their ability to adjust themselves.
Second, to strengthen the humanities education of Polytechnic vocational students, broaden their horizons and improve their comprehensive quality.
Third, increase professional publicity, show the characteristics of colleges and universities, and expand social awareness and influence.
Fourth, with the market demand as the guidance, flexible adjustment of professional settings;
Fifth, taking the industry as the leading part, the study of multi-directional curriculum development;
Sixth, increase government intervention and promote the practical teaching of "school government and enterprise cooperation".

【学位授予单位】：云南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G718.5

【参考文献】