我国情报学专业认同实证研究
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摘要
[目的/意义]旨在了解我国情报学专业认同水平。[研究设计/方法]采用问卷和访谈等方式,收集情报学及其相近专业研究生、用人单位对情报学专业认同的原始数据,并用SPSS、EXCEL等工具进行分析。[结论/发现]情报学专业认同整体水平不高。增强学生对情报学专业的兴趣和实践能力、完善培养模式、关心研究生成长、找准专业定位、加强专业宣传,有助于提升情报学专业的认同水平。[创新/价值]对情报学专业认同水平及其原因的分析弥补了以往研究的不足,所提建议对相关办学单位具有一定的参考价值。
[Purpose/Significance]This paper aims to uncover the professional identification of information science in China. [Design/Methodology]Through questionnaire survey and interviews, primary data about professional identification of information science and related fields were collected from graduates and employers. Then an analysis was conducted with tools such as SPSS and EXCEL. [Findings/Conclusion]It has been found that the professional identification of information science is not strong on the whole. It can be improved by developing students' interests and practical ability, perfecting cultivating patterns of talents, caring about students' development, determining professional targets, and enhancing publicity of information science. [Originality/Value]The investigation on professional identification of information science can fill the gaps of previous research. Some valuable suggestions have also been proposed for educational institutions.
[Purpose/Significance]This paper aims to uncover the professional identification of information science in China. [Design/Methodology]Through questionnaire survey and interviews, primary data about professional identification of information science and related fields were collected from graduates and employers. Then an analysis was conducted with tools such as SPSS and EXCEL. [Findings/Conclusion]It has been found that the professional identification of information science is not strong on the whole. It can be improved by developing students' interests and practical ability, perfecting cultivating patterns of talents, caring about students' development, determining professional targets, and enhancing publicity of information science. [Originality/Value]The investigation on professional identification of information science can fill the gaps of previous research. Some valuable suggestions have also been proposed for educational institutions.
引文
1 Mawhinney H,Xu F. Restructuring the Professional Identity of Foreign-Trained Teachers in Ontario Schools[J]. TESOL Quarterly,1997(3): 632-639.
2 王顶明,刘永存.硕士研究生专业认同调查[J].中国高教研究,2007(8):18-22.
3 Beijaard D. Teachers' Prior Experiences and Actual Perceptions of Professional Identity[J].Teachers and Teaching: Theory and Practice, 1995(2):281-294.
4 胡忠华.四川省护理本科生专业认同调查分析[D]. 成都:四川大学,2007.
5 王钢,刘先强.学前专业大学生专业认同的测量、特点及其教改启示[J].四川文理学院学报,2013(5):88-91.
6 Swickert M L. Perceptions Regarding the Professional Identity or Counselor Education Doctoral Graduates in Private Practice: a Qualitative Study[J].Counsel or Education and Supervision,1997,36(4):332-340.
7 马洁.全日制教育硕士专业认同研究——以首都师范大学为例[J].贵州师范学院学报,2011(9):69-73.
8 益菲.心理学硕士研究生高专业认同水平的影响因素研究[D].石家庄:河北师范大学,2014.
9 Noble C, O’Brien M, Coombes I, et al. Becoming a Pharmacist: Students’ Perceptions of Their Curricular Experience and Professional Identity Formation[J]. Currents in Pharmacy Teaching and Learning, 2014,6(3):327-339.
10 Timo?t?uk I,Ugaste A.Student Teachers’ Professional Identity[J].Teaching and Teacher Education,2010,26(8):1563-1570.
11 付立宏,张锦萍.信息管理与信息系统专业认可度调查分析[J]. 图书馆学研究,2016(22):36-42.
12 毛兴永.高师生专业认同及其与职业决策困难的关系研究[D]. 重庆:重庆师范大学,2011.
13 黄玲云.兰州大学全日制专业学位硕士生专业认同的研究[D]. 兰州:兰州大学,2013.
14 周扣娟.全日制教育硕士与教育学硕士专业认同及影响因素研究[D]. 上海:上海师范大学,2016.
15 韦洪涛,艾振刚.学习心理学[M].南京:江苏人民出版社,2004:239.
16 McGowen K R,Hart L E.Still Different After All These Years:Gender Differences in Professional Identity Formation[J].Professional Psychology Research and Practice, 1990,21(2):118-123.
2 王顶明,刘永存.硕士研究生专业认同调查[J].中国高教研究,2007(8):18-22.
3 Beijaard D. Teachers' Prior Experiences and Actual Perceptions of Professional Identity[J].Teachers and Teaching: Theory and Practice, 1995(2):281-294.
4 胡忠华.四川省护理本科生专业认同调查分析[D]. 成都:四川大学,2007.
5 王钢,刘先强.学前专业大学生专业认同的测量、特点及其教改启示[J].四川文理学院学报,2013(5):88-91.
6 Swickert M L. Perceptions Regarding the Professional Identity or Counselor Education Doctoral Graduates in Private Practice: a Qualitative Study[J].Counsel or Education and Supervision,1997,36(4):332-340.
7 马洁.全日制教育硕士专业认同研究——以首都师范大学为例[J].贵州师范学院学报,2011(9):69-73.
8 益菲.心理学硕士研究生高专业认同水平的影响因素研究[D].石家庄:河北师范大学,2014.
9 Noble C, O’Brien M, Coombes I, et al. Becoming a Pharmacist: Students’ Perceptions of Their Curricular Experience and Professional Identity Formation[J]. Currents in Pharmacy Teaching and Learning, 2014,6(3):327-339.
10 Timo?t?uk I,Ugaste A.Student Teachers’ Professional Identity[J].Teaching and Teacher Education,2010,26(8):1563-1570.
11 付立宏,张锦萍.信息管理与信息系统专业认可度调查分析[J]. 图书馆学研究,2016(22):36-42.
12 毛兴永.高师生专业认同及其与职业决策困难的关系研究[D]. 重庆:重庆师范大学,2011.
13 黄玲云.兰州大学全日制专业学位硕士生专业认同的研究[D]. 兰州:兰州大学,2013.
14 周扣娟.全日制教育硕士与教育学硕士专业认同及影响因素研究[D]. 上海:上海师范大学,2016.
15 韦洪涛,艾振刚.学习心理学[M].南京:江苏人民出版社,2004:239.
16 McGowen K R,Hart L E.Still Different After All These Years:Gender Differences in Professional Identity Formation[J].Professional Psychology Research and Practice, 1990,21(2):118-123.