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本研究采用质性研究方法,对六所部属师范院校学前教育专业18名男师范生进行了半结构化访谈,以探讨学前教育专业男师范生的专业选择与专业认同问题。研究发现,(1)除被调剂的情况外,受访者的专业选择可以分为:深入了解型、学校优先型和盲目随意型。(2)在进入专业学习后,随着对专业了解程度的提高,男师范生及其家人对专业的认同程度也随之提高。(3)不同男师范生对学前教育专业学习内容的适应程度不同,对以女生为主的学习环境较为适应。(4)大部分男师范生表示不愿一直做幼儿园教师,更希望成为幼儿园管理者或改行去做中小学教师。
This study uses a qualitative approach to semi-structured interviews with 18 male normal students in pre-primary education at six subordinate normal universities to discuss the professional selection and professional identification of pre-primary male majors. The study found that (1) apart from being adjusted, the professional choices of respondents can be divided into: in-depth understanding, school-prioritization and blind randomness. (2) After entering professional study, with the improvement of the degree of professional understanding, male normal students and their families also increase their professional recognition. (3) Different male normal school students adapt to the content of pre-school education, and adapt to the female-based learning environment. (4) Most male students said they do not want to be kindergarten teachers, but also want to become kindergarten managers or diverted to do primary and secondary school teachers.