CAJ | 학술논문

采用大学生专业承诺量表和学习倦怠量表对285名学前教育专业大学生专业承诺和学习倦怠状况及关系进行测量,结果表明学前教育专业大学生的专业承诺水平一般,而学习倦怠水平较高,且存在显著的性别差异和年级差异;学前教育专业学生的专业承诺与学习倦怠有显著负相关;情感承诺是其学习倦怠的重要预测变量。可以通过赋予学生专业选择自主权、提高学生专业认同感以及制定科学合理的学前教育专业教学计划提高其专业承诺水平,消除其学习倦怠心理。
채용대학생전업승낙량표화학습권태량표대285명학전교육전업대학생전업승낙화학습권태상황급관계진행측량,결과표명학전교육전업대학생적전업승낙수평일반,이학습권태수평교고,차존재현저적성별차이화년급차이;학전교육전업학생적전업승낙여학습권태유현저부상관;정감승낙시기학습권태적중요예측변량。가이통과부여학생전업선택자주권、제고학생전업인동감이급제정과학합리적학전교육전업교학계화제고기전업승낙수평,소제기학습권태심리。
285 undergraduates of preschool education were questioned by the scale of undergraduate professional commitment and learning burnout to study on the status and relationship of professional commitment and learning burnout;The results showed that the undergraduates of preschool education professional commitment level is not high,while their learning burnout level is comparatively high;There exists significant grade differences and gender differences;significant negative correlation between the degree of undergraduates of preschool education Professional commitment and their learning burnout;The affective commitment level is the most effective forecasting factor in measuring the burnout level of undergraduates of preschool education.Improving their professional commitment level and eliminating their learning burnout mental can be achieved by endowing students with professional choice autonomy,improving professional identity of students and making scientific rational teaching plan of preschool education.