文章摘要
李俊佐 1 ꎬ汪 瑞 2.民族地区小学教育专业公费师范生就业意向调查———以西昌学院为例[J].西昌学院学报(社会科学版),2021,33(1):114-118.
民族地区小学教育专业公费师范生就业意向调查———以西昌学院为例
Survey on Job Hunting Intentions of Public Funded Normal SchoolStudents Majoring in Primary Education in Ethnic Areas ———Taking Students in Xichang University as an Example
  
DOI:
中文关键词: 民族地区ꎻ公费师范生ꎻ小学教育ꎻ就业意向
英文关键词: ethnic areasꎻ public funded normal school studentsꎻ primary educationꎻ job hunting intention
基金项目:2016 年四川省教育厅第二批省级卓越教师教育培养计划改革试点项目:“民族地区全科型”卓越小学教师培养改革(川教函〔2016〕681 号)?四川省 2018-2020 年高等教育人才培养质量和教学改革项目:STEAM 教育在民族地区小学全科教师培养过程中的探索与实践(JG2018-794)?四川省 2019 年度教育科研课题:四川深度贫困地区高等职业教育发展现状调查研究(川教函〔2019〕514 号)?
作者单位
李俊佐 1 ꎬ汪 瑞 2 1.西昌学院ꎬ四川 西昌 615013ꎻ2.成都大学ꎬ四川 成都 610000 
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中文摘要:
      2007 年国家实施免费师范生政策以来,期间免费师范生更名为公费师范生,至今已逾10余年,一定程度上缓解了教育薄弱地区师资匮乏的问题,同时也暴露出了政策实施过程中的一系列问题,如公费师范生对相关政策和专业了解程度不高,履约行为意向低等。地处凉山彝族自治州的西昌学院自2017年起开始招收小学教育专业免费师范生,为了了解当前民族地区小学教育公费师范生就业意向,以该校小学教育专业公费师范生为调查对象开展问卷调查,发现民族地区小学教育专业公费师范生超九成主观愿意履约,超九成就业意向为教师,不足六成愿意就业乡村小学,以数学为首要任教学科。
英文摘要:
      It has been more than 10 years since the implementation of the policy of free-charged normal students in 2007,during which free-charge normal students changed their name to public funded normal students. To a certain extentꎬ it hasalleviated the shortage of teachers with weak education areas. At the same timeꎬ it has also exposed a series of problems in the process of policy implementationꎬ such as public funded normal students′ lack of understanding of relevant policies and majors and their reluctancy to fulfill the contractual obligations. Xichang Universityꎬ located in Liangshan Yi Autonomous Prefectureꎬ has been recruiting free-charged normal students majoring in primary education since 2017. In order to understand the job hunting intentions of public funded normal students majoring in primary education in ethnic areasꎬ this paper carries out a questionnaire survey on the public normal students majoring in primary education in the university with the following findings: more than 90% of them are willing to perform the contractꎻ more than 90% of them are willing to be come primary school teachers after graduationꎻ less than 60% of the them are willing to work in rural primary schoolsꎬ with mathematics as the primary subject choice.
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