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采用问卷调查对P大学英语专业学生专业认同进行了分析研究,结果表明:学生对英语专业的认同感总体处于中等水平,专业认知最高,专业持续次之,专业情感最低;性别、专业志愿、文理科、学校重视程度、课程设置、自身学习兴趣和能力、师资力量、就业前景影响学生专业认同感;专业认同感以及各维度与学习成绩显著正相关。通过回归分析发现,专业认同感可以解释学习成绩变异量的13%,解释力处于中等偏上水平。最后从学校重视程度、专业设置与特色建设、关注特殊群体学生以及大学生自身四个方面提出了提升专业认同感的建议。
The results show that students’ recognition of English majors is generally at medium level, with the highest professional cognition, the second is the specialty, the second is the professional emotion; the gender, professional volunteer, Arts and sciences, school emphasis, curriculum, their own learning interests and abilities, faculty, employment prospects affect students’ professional identity; professional identity and each dimension and learning performance was significantly and positively related. Through regression analysis, it is found that professional identity can explain 13% of the variation in academic performance and the explanatory power at the middle level. Finally, the author puts forward some suggestions to enhance the professional identity from four aspects: the emphasis of the school, the specialty setting and the characteristic construction, the special group students and the students themselves.