汉语国际教育专业本科生专业认同研究

发布时间：2018-03-06 05:13

本文选题：专业认同　切入点：汉语国际教育专业本科生　出处：《云南师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：汉语国际教育专业本科生的专业认同是对专业学习和专业发展的认识和认可。通过对汉语国际教育专业学生的专业认同进行调查研究，了解他们对自己专业的认同情况，对于培养合格汉推人才，促进学生提高专业认同有很大的启发作用。本研究运用文献分析法和访谈法确定了专业认同的维度，采用自编的《汉语国际教育专业本科生专业认同调查问卷》对红河学院国际学院的185名汉语国际教育专业学生进行了调查研究，调查结果表明： 1.汉语国际教育专业本科生的专业认同描述性统计数据中的均值属于中间值略偏上，说明学生的认同水平尚可，，处于中等水平。 2.汉语国际教育专业本科生的专业认同在学生的年级、生源、学校整体教学条件、就业前景评价、专业成绩和性格上存在显著差异，在性别和高考志愿选择上不存在显著差异。 3.汉语国际教育专业本科生的专业认同与三个外部情景之间存在显著的相关性，进一步研究分析发现就业前景和外部支持是影响专业认同的主要因素。基于调查结果，笔者建议可以通过加强专业招生宣传，社会支持，专业建设及自我反思和管理来促进学生的专业认同度。
[Abstract]:The professional identity of undergraduates majoring in Chinese international education is the understanding and recognition of professional learning and professional development. Through the investigation and study of the professional identity of students majoring in Chinese international education, we can find out their own professional identity. It has great enlightening effect on cultivating qualified talents and promoting students' professional identity. This study uses literature analysis and interviews to determine the dimensions of professional identity. A self-designed questionnaire on the professional identity of undergraduates majoring in Chinese International Education was used to investigate 185 students majoring in Chinese international education in the International College of Honghe University. The results showed that:. 1. The average value of descriptive statistical data of professional identity of undergraduates majoring in Chinese international education is slightly above the middle value, which indicates that the level of students' identity is fair and at the middle level. 2.The professional identity of undergraduates majoring in Chinese international education has significant differences in grades, student resources, school teaching conditions, employment prospect evaluation, professional achievement and personality, but there is no significant difference in gender and college entrance examination voluntary choice. 3. There is a significant correlation between the professional identity of the undergraduates majoring in Chinese international education and the three external situations. Further analysis shows that the employment prospect and external support are the main factors affecting the professional identity. Based on the results of the investigation, the author suggests that students' professional identity can be promoted by strengthening professional enrollment publicity, social support, professional construction, self-reflection and management.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195

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