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广东省特殊教育专业公费定向师范生入学动机调查研究

Investigation and Research on the Enrollment Motivation of Special Education Undergraduate Public-fee Normal Students in Guangdong Province

Education Study / 2020,2(3): 108-123 / 2020-07-02 1369 1933

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• Authors: 钟凯祈      闫闯*     
• Information:

  岭南师范学院教育科学学院，湛江

• Keywords: Special education major; Public-fee normal students; Enrollment motivation 特殊教育专业；公费定向师范生；入学动机
• Abstract: This study investigated the enrollment motivation of special education undergraduate Public-fee Normal Students in Guangdong Province. According to the survey, the four motivations of Public-fee Students are career ideal, economic subsidy, employment security and others’ influence. The motivation of public-fee students is influenced by grade, gender, home address and monthly family income. Among them, the first admission motivation of different grades is different. The first motivation for admission of public-fee students in 2018 is “career ideal”, and the first motivation for admission of public-fee students in 2019 is “employment security”. In this regard, the government departments should implement the responsibility and innovate the enrollment system; the training institutions should optimize curriculum and innovate the training mode; the students should improve their sense of self-efficacy and clarify their identity and make clear their identity. In this way, the public students can strengthen the faith of education, strengthen the consciousness of grass-roots subordinate education, make them willing to take root in special schools, dedicate their professional life, and truly achieve the goal of “education”. 本研究对广东省特殊教育专业公费定向师范生的入学动机进行调查， 结果发现：特教公费生的四大入学动机依次是职业理想、经济补贴、就业保障 和他人影响，年龄、性别、家庭住址、家庭月收入等是影响入学动机的相关因素。 其中，不同年级的首要入学动机存在显著差异，2018 级特教公费生的首要入学 动机为“职业理想”，2019 级特教公费生的首要入学动机为“就业保障”。对 此，政府部门需要落实责任，革新招生制度；培养院校应当优化院校课程设置， 创新培养模式；学生个体则需注重自我效能感的提升，明确自我身份。循此路径， 特教公费生方能坚定教育信念，增强基层从教意识，从而乐意且坚定扎根于特 殊学校，奉献职业生命，真正做到为“教育”而来。特殊教育专业；公费定向师范生；入学动机
• DOI: https://doi.org/10.35534/es.0203012
• Cite: 钟凯祈，闫闯．广东省特殊教育专业公费定向师范生入学动机调查研究［J］．教育研讨，2020，2（3）：108-123．
  https://doi.org/10.35534/es.0203012