Current Status And Influencing Factors Of Biological Normal Students' Professional Identity In Shaanxi Province

Professional identity for teaching of a normal college student,is the state of professional identity for the future occupation as a teacher of one who's studying in a normal college.It is formed in the specialized learning and in teaching practice.It's the preparation for development and confirmation of the professional role as a teacher,gradually in cognition,emotion,volition,action and ability.It is also the preparation for the transition from a normal student to a teacher.In this study,the questionnaire survey method is used to explore the current status and influencing factors of professional identity,with subjects who major in biological normal speciality in 6 local colleges in Shaanxi Province.It's intended to provide an empirical evidence for clarifying the influencing factors and analyzing causes of the professional identity of biological normal students.Based on the results of analysis,we put forward some operational countermeasures with practical guidance,and provide strategic guidance with regional characteristics and specialized characteristics in order to improve the professional identity of normal students in biology.This study is divided into four parts.Part one: introduction.It mainly introduces research background and research significance;sorts out the status of the research on teachers' professional identity at home and abroad;defines the concept of "identity".Part two: research design.It mainly introduces the research object,research methods,expounds the process of compiling questionnaire,and defines various dimensions of professional identity.Part three: research on the current situation and influencing factors of the professional identity of Shaanxi biology teachers.In this paper,945 biological normal students of 6 local colleges in northern part,central part and southern part of Shaanxi province were selected as researching objects,and the status of professional identity was investigated with the scale: Questionnaire of Biological Normal Students' Professional Identity.The questionnaire consists of five dimensions: cognition,emotion,volition,action and ability;we set up "individual factors" and "important others"."important others" include: family's impact and teachers' impact.The result shows: professional identity of biological normal students in Shaanxi(3.1207±0.69773)is generally in the upper level;"individual factors"(gender,grade,type of personality,home location,school location,specialities,serving as a student cadre,participation in student clubs,obtainment of teaching skill award,experience of teaching,interests in biology,performance of biology in high school,longing for teachers' working patterns,etc.)have significant differences.Family's impact variables(family income,a parent's or both careers as teachers,acceptance of teaching by family,relatives' devotions to heir own occupations,etc.)are significantly different;teachers' impact variables(self-identification on one's occupation of university professors,fondness for high school biological teachers,frequency of campus activities,beliefs of engage oneself with the career as a biology teacher during learning,etc.)are significantly different.Part four: promote suggestions and countermeasures of the development of biology teachers' professional identity in Shaanxi.Based on the result of factor analysis in "individual factors" and "important others",we put forward some countermeasures to promote the professional identity of biological normal college students in Shaanxi province.(1)Build a platform for diversified activities,and stimulate professional interests;(2)Establish the teaching concept that methods of teaching should be individualized,and pay attention to differentiated education strategy;(3)Optimize the model of teaching practice,and break constraints of the bottleneck by traditional models;(4)Provide guidance for career planning,and define one's role orientation;(5)Make "important others",teachers,play roles in the process of shaping professional beliefs.