任务式顶岗实习对师范生专业情意影响的实验研究
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摘要
采取重复测量的实验设计,在师范生顶岗实习中引入活动任务,研究任务式顶岗实习对师范生专业情意的影响。结果显示,实验前,实验组和对照组在专业情意上不存在差异;实验后,实验组职业自我概念水平明显优于对照组,职业倦怠感明显低于对照组。因此,将任务引入顶岗实习中,对实习生职业自我概念的培养和职业倦怠的减少有积极作用,在顶岗实习中设置任务对学生的专业情意的干预有效。
By adopting the experimental design of repeated measurement, this paper introduces activity tasks into normal university students' in-post internship,and studies the influences of such internship on these students' professional affection. The results shows that before the experiment,there was no difference in professional sentiment between the experimental group and the control group;after the experiment,the level of professional self-concept in the experimental group was significantly higher than that in the control group,and the sense of job burnout was significantly lower than that in the control group. Therefore,introducing tasks into in-post internship can play a positive role in the cultivation of interns' professional self-concept and the reduction of job burnout,and setting tasks in in-post internship can effectively interfere with students' professional affection.
By adopting the experimental design of repeated measurement, this paper introduces activity tasks into normal university students' in-post internship,and studies the influences of such internship on these students' professional affection. The results shows that before the experiment,there was no difference in professional sentiment between the experimental group and the control group;after the experiment,the level of professional self-concept in the experimental group was significantly higher than that in the control group,and the sense of job burnout was significantly lower than that in the control group. Therefore,introducing tasks into in-post internship can play a positive role in the cultivation of interns' professional self-concept and the reduction of job burnout,and setting tasks in in-post internship can effectively interfere with students' professional affection.
引文
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[2]冯龙芝.高师院校教学改革与师范生专业素养发展[J].中国高教研究,2005(5):87-88.
[3]李东斌,邵竹君.顶岗实习师范生教师职业认同与职业幸福感的关系[J].赣南师范大学学报,2017(5):121-127.
[4]Beijaard D,Meijer P C,Verloop N.Reconsidering research on teachers’ professional Identity[J].Teaching and teacher education, 2004, 20(2):107-128.
[5]Pitfield M. Transforming subject knowledge:drama student-teachers and the pursuit of pedagogical content knowledge[J].The Journal of Applied Theatre and performance,2012,17(3):425-442.
[6]Fred A J Korthagen.In search of the essence of a good teacher:Towards a more holistic approach in teacher education[J]. Teachingand Teacher Education,2004,20(1):77-97.
[7]Sugrue C.Revisiting teaching archetypes:identifying dominant shaping influences on student teacher’Identities[J]. European Educational Research Journal,2004,3(3):583-602.
[8]姚从明.高职学生顶岗实习中的心理困扰及应对策略[J].中国成人教育,2010(11):88-89.