低生育率背景下学前教育专业大学生职业认同研究
A Study on the Professional Identity of College Students Majoring in Preschool Education in the Context of Low Fertility Rate

人口作为社会构成的基本单元，与教育这一人类文明传承的关键活动紧密相连。它们的互动关系表明，人口的动态变化对教育体系的演进具有显著影响。对于学前教育专业的学生而言，培养积极的职业认同感是激发其学习热情和职业责任感的关键因素。因此，本研究运用资料搜集、访谈和问卷调查等方法，对中部地区学前教育专业133名大学生的职业认同进行深入研究，去探究影响中部地区学前教育专业大学生职业认同的因素。结果发现，学前教育专业学生对本专业的认知水平较高，但职业行为较低。具体表现为，学生对学前教育的兴趣不高，部分学生毕业后不愿从事与本专业相关的工作。因此，学生对本职业的认同存在显著差异。基于此，应从健全干部轮换机制、加强学前就业指导、增强社会对幼师的认同、提高幼师福利待遇等方面来提升学生的职业认同感。
Population, as the basic unit of social composition, is closely linked to education, a key activity in the transmission of human civilisation. Their interaction shows that dynamic changes in population have a significant impact on the evolution of the education system. For preschool education students, the development of a positive professional identity is a key factor in stimulating their enthusiasm for learning and their sense of professional responsibility. Therefore, this study uses data collection, interviews and questionnaires to conduct an in-depth study of the professional identity of 133 college students majoring in preschool education in central China to explore the factors that affect the professional identity of preschool education majors in central China. The results found that preschool education majors have a high level of awareness of their major, but a low level of professional behaviour. Specifically, students’ interest in preschool education is not high, and some of them are unwilling to engage in jobs related to their major after graduation. Therefore, there is a significant difference in students’ identification with this major. Based on this, the students’ professional identity should be enhanced by improving the cadre rotation mechanism, strengthening preschool employment guidance, enhancing social recognition of kindergarten teachers, and improving kindergarten teachers’ welfare benefits.