Research On The Relationship Between Professional Identity And Learning Input Of Pre-school Education Master's Students

With the rapid development of preschool education and the continuous expansion of the scale of higher education,the quality of education of Postgraduates in preschool education has gradually become a hot topic in the whole society.As an important yardstick to measure the quality of preschool education,students' learning input has naturally become the focus of attention.Based on the above realities,this study uses scientific empirical research to explore whether there are significant differences in the learning input of Postgraduates of preschool education under different backgrounds,and further explores whether professional identity affects the learning input of Postgraduates of preschool education and how it affects it,on the basis of understanding the overall characteristics of the learning input of Postgraduates of preschool education.The countermeasures and suggestions to improve the level of learning input of Postgraduates in pre-school education.In this study,268 Postgraduates of pre-school master's degree in six universities in Northwest,Southwest and North China were selected as the research objects.Questionnaires,tests and interviews were used to investigate the professional identity of Postgraduates of pre-school master's degree,using the Learning Input Scale compiled by Schaufeli and translated by Fang Laitan and the Questionnaire compiled by Wang Yanfang.Investigate learning engagement and professional identity.SPSS20 software was used to describe statistics,independent sample T-test,one-way ANOVA,correlation and multiple stepwise regression analysis.On this basis,seven Postgraduates of preschool education were interviewed to further understand the differences and reasons of learning input of Postgraduates of preschool education under different backgrounds,and then to analyze the relationship between professional identity and learning input.The results show that:(1)the average scores of learning engagement of Postgraduates in preschool education are above 3.5 points,which is on the upper middle level,and the ranking of each factor is dedication>concentration>vitality in turn;(2)there is no significant difference in postgraduate categories,whether they are cross-specialty or not,and in their places of origin under different backgrounds(P>0.05),but there is no significant difference in their aspirations(P>0.05).There were significant differences in willingness to choose and academic performance(P<0.01);(3)there were significant differences in the total scores of pre-school master's degree students'learning engagement and their dimensions of professional identity between high and low groups(P<0.001);(4)the total scores of pre-school master's degree students' learning engagement and their three dimensions and their three dimensions of professional identity.There is a positive correlation between them.Except that the correlation between professional cognition and dedication did not reach significant level(P>0.05),the others reached significant level(P<0.05);(5)The total score of professional identity and professional emotion accumulation of Postgraduates in preschool education can explain 16.9%variation of total score of learning input;professional emotion can explain 12.5%variation of vitality and 4.6%variation of dedication;and professional identity and professional emotion accumulation can explain 11.0%variation of concentration.Therefore,this study draws the following conclusions:(1)Master of Preschool Education's investment in learning is generally good,but still needs to be improved;(2)Master of Preschool Education's investment in learning is different in different backgrounds;(3)Master of Preschool Education's investment in learning is positively correlated with professional identity,and professional situation.Perception can predict learning engagement to a certain extent;(5)The level of learning engagement of preschool master of education is the result of the combination of professional identity and other factors.Based on the above results,this study proposes the following suggestions respectively from the master of preschool education students,teachers,school,family and other aspects:(1)give full play to the initiative,enhance the professional emotion;(2)to promote the transformation of identity,to stimulate interest in learning;(3)build academic atmosphere,mining learning resources;(4)enhanced support from the outside,reflect the learning mission.