【摘要】：本研究從專業(yè)認(rèn)同的角度出發(fā),利用一項對E大學(xué)學(xué)生學(xué)習(xí)體驗的實證調(diào)查數(shù)據(jù)考察了高校自主招考生的專業(yè)成長過程特征。結(jié)果發(fā)現(xiàn),自招生的專業(yè)認(rèn)同明顯高于統(tǒng)考生,這在某種程度上證實了自主招生多元化的選拔方式具有一定的優(yōu)勢。但自招生在代表專業(yè)投入的持續(xù)性認(rèn)同以及代表個人特長與專業(yè)匹配的適切性認(rèn)同兩個維度上僅處于中等水平,仍有較大的提升空間。多元回歸分析進一步發(fā)現(xiàn),在控制其他變量不變的情況下,課程設(shè)置、教學(xué)方式以及師生互動都會對自招生的專業(yè)認(rèn)同產(chǎn)生顯著的影響。
[Abstract]:From the perspective of professional identity, this study investigates the characteristics of college students' professional growth process by using an empirical survey of E students' learning experience. The results show that the professional identity of self-enrollment is obviously higher than that of the general examinees, which to some extent confirms the superiority of the multi-selection method of independent enrollment. However, since enrollment is only at the middle level in the two dimensions of continuous identity representing professional input and suitability identity representing individual specialty and specialty matching, there is still great room for improvement. Multiple regression analysis further found that the curriculum, teaching style and teacher-student interaction would have a significant impact on the professional identity of self-enrollment under the condition of controlling other variables.
【作者單位】： 華東師范大學(xué)高等教育研究所;
【基金】：全國教育科學(xué)規(guī)劃教育部青年專項課題:“高校自主招考生的學(xué)習(xí)體驗與成長過程特征研究”(項目編號:EIA120378)階段性成果之一
【分類號】：G647.32
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本文編號：2287390