延边大学学报：社会科学版
延邊大學學報：社會科學版
연변대학학보：사회과학판
Journal of Yanbian University(Social Sciences)
2012年
1期
101~105
,共null页
三年制与五年制 师范学生 教师职业认同 对策
三年製與五年製 師範學生 教師職業認同 對策
삼년제여오년제 사범학생 교사직업인동 대책
three-year program and five-year program; normal major student; professional identity as teachers; countermeasure
三年制师范生与五年制师范生在教师职业认同上不仅存在高认知、高情感、高价值判断与低意志行为倾向不协调的状态,而且在对教师职业的认知、情感、意志、功利等方面也存在明显差异。因此,应提高两种学制师范生教师职业认同教育,一要提高思想认识,加强师范生教师职业认同教育;二要加强师范技能教育,改革人才培养模式;三要加强专业思想教育,树立从教光荣的职业意识;四要营造尊师重教的环境氛围,对师范生教师职业认同进行潜移默化的影响。
三年製師範生與五年製師範生在教師職業認同上不僅存在高認知、高情感、高價值判斷與低意誌行為傾嚮不協調的狀態,而且在對教師職業的認知、情感、意誌、功利等方麵也存在明顯差異。因此,應提高兩種學製師範生教師職業認同教育,一要提高思想認識,加彊師範生教師職業認同教育;二要加彊師範技能教育,改革人纔培養模式;三要加彊專業思想教育,樹立從教光榮的職業意識;四要營造尊師重教的環境氛圍,對師範生教師職業認同進行潛移默化的影響。
삼년제사범생여오년제사범생재교사직업인동상불부존재고인지、고정감、고개치판단여저의지행위경향불협조적상태,이차재대교사직업적인지、정감、의지、공리등방면야존재명현차이。인차,응제고량충학제사범생교사직업인동교육,일요제고사상인식,가강사범생교사직업인동교육;이요가강사범기능교육,개혁인재배양모식;삼요가강전업사상교육,수립종교광영적직업의식;사요영조존사중교적배경분위,대사범생교사직업인동진행잠이묵화적영향。
Comparatively speaking,professional identity is uncoordinated in the minds of normal major students with three-year program and those with five-year program,i.e.high-level cognition,sentiment and value judgment mix with lower volitional behavior.Moreover,the above two have different views on the cognition,sentiment,willingness and utility of being teachers.Therefore,it is necessary to improve the identity education for students with the two programs： to promote the ideological understandings and enhance the education of professional identity;to strengthen the vocational training and change the mode of talents＇ cultivation;to inspire honorable occupational awareness;to create a climate of respect for teachers and education and accomplish the identity through osmosis
