Research On The Influence Of Professional Identity On Academic Achievement Of Normal School Students

The prosperity of the country,the revitalization of the nation,and the development of education require us to vigorously cultivate a high-quality professional teacher team.The key to building high-quality teachers is to improve the quality of teacher education.As an important source of future teachers,normal students’ education quality plays an important role in ensuring the construction of high-quality teachers in China.Therefore,this study takes normal school students as the research object,combines theoretical and empirical analysis,deeply understands the current situation of professional identity,learning engagement and academic achievement of normal school students in China,discusses the impact path of professional identity and learning engagement on academic achievement,and puts forward relevant policy recommendations to promote the academic achievement of normal school students from the perspective of in-depth professional recognition,enhanced learning engagement and respect for individual background differences according to the research results,It aims to improve the quality of education for normal students in China,improve pre-service teacher training,and meet the demands of the times for the development of teacher education.On the basis of sorting out the measurement methods and influencing factors of professional identity,learning input and academic achievement at home and abroad,this study,starting from the training standards of normal students,takes constructivist learning theory,self-identity theory and ecosystem theory as theoretical guidance,uses self-made questionnaires as research tools,and adopts the method of combining empirical research and qualitative research to investigate the professional identity,learning input The present situation of academic achievement was investigated by questionnaire and analyzed by spss25.0.The research results can be summarized as follows:(1)From the perspective of the overall situation,the average values of professional identity,learning engagement and academic achievement of normal school students are above the middle level.In all dimensions of professional identity,the average values of professional expectations are the highest,and the professional will is the lowest;In all dimensions of learning input,emotional input scored the highest,cognitive input took the second place,and behavioral input was the lowest;In all dimensions of academic achievement,the average value of teachers’ professional concept and ethics is the highest,followed by teachers’ professional knowledge,and teachers’ professional ability is relatively low.In addition,the above variables have significant differences among the normal students under the grouping comparison of different individual characteristic variables.(2)In the correlation analysis,there is a significant correlation between professional identity,learning engagement and their dimensions and normal school students’ academic achievements.(3)In the regression analysis,professional identity and learning involvement have a significant positive impact on the academic achievement of normal school students.(4)In addition to the direct effect,the research has verified the mediating effect of learning engagement,and confirmed that professional identity can affect the academic achievement of normal students through the mediating effect of learning engagement.(5)The main reason for the difference in academic achievement of normal school students’ professional identity is that family cultural capital affects the level of professional identity;The main reason why learning involvement affects the difference in academic achievement of normal school students is the level of motivation.According to the above survey results,combined with the current practical problems of normal students and qualitative interview data,based on the ecosystem theory,put forward targeted countermeasures and suggestions: first,start to strengthen the professional cognitive education of normal students and establish correct professional concepts.Secondly,with the learning input of normal students as the starting point,we should enhance the interaction between normal students,harmonize the peer relationship,and appropriately enhance the academic challenge of normal students.Finally,we should respect individual background differences,provide personalized help,and improve students’ academic achievements in order to make a practical response to teacher education reform.