Professional Values ​​of High Teacher-student Research

Based on an open-ended questionnaire and interviews with some teachers and students, this study analyzed all sorts of factors considered by normal university students when they choose their educational units. And on overviews of former studies and a test of one small sample, a theoretical hypothesis was put forward in this study. Thus the Normal University Students?Occupational Values Questionnaire that is fit for the normal university students were designed and the reliability and validity were tested out. Then the status quo of normal university students?occupational values was investigated through the formal questionnaire, in which characteristics were studied as well as the correlations between the normal university students?values and the behavior of their choices of educational units. At last three suggestions were proposed to educate the normal university students according to the characteristics of the normal university students?occupational values. The main results of this study are as follows: (1)The self-made questionnaire had high reliability and fair validity. By the method of factor analysis, the research found that the normal university students?occupational values are constructed by six dimensions: �'elf-development? 搃nterpersonal relationship? 揷ontribution? 搈aterial well being~~, 損ower? 揻amily? This was basically consistent with the theoretical hypothesis. 揅ontribution?and 損ower?showed some Chinese characteristics and normal university students?characteristics in their occupational values. (2)The order of ratings?mean of every dimension given by normal university students was: �'elf-developi~ient? 搃nterpersonal relationship? 揷ontribution? ~憁aterial well being? 損ower? 揻amily? The normal university students rated 憇elf-development?as the most important values. (3)The gender effect in interpersonal relationship?and 搈aterial well being?was statistically significant. The female students rated 搃nterpersonal relationship and -5- 搈aterial well being?more important than the male students. (4)The specialty effect in 揷ontribution?was statistically significant. The normal university students of art and PE departments all rated 揷ontribution?more important than humanities and science departments. (5)The grade effect in 搈aterial well being?was statistically significant. And the age effect in 搈aterial well being?and �'elf-development?was statistically significant. With the rise of ages and grades, the normal university students rated 搈aterial well being?more and more important. And the ratings of �'elf-development?had a developmental trend, that is high-low-high. Grade two (or about twenty years old ) was the key period in the development of normal university students?occupational values. (6)The native place effect was statistically significant in 揷ontribution?and �'elf-development? The normal university students from the eastern areas rated 揷ontribution?less important than those from the western, the southern, and the central areas. And the normal university students from the northern and the central areas rated �'elf-development?more important than those from the western areas. (7)The interaction between 搉ative place?and 搊ccupation of mothers?was statistically significant in �'elf-development? (8)擟ontribution? 損ower? 搈aterial well being?...