教育技术学专业认同感建构过程与推进策略研究

王志军¹ 虞天芸² 江 楠³ 程 亮⁴

（1.江南大学 江苏“互联网+教育”研究基地，江苏 无锡 214122；2.无锡通江实验小学，江苏 无锡 214041；3.广饶县兴安中学，山东 东营 257399；4.华东师范大学 教育信息技术学系，上海 200062）

【摘 要】国家教育数字化转型战略的提出，为教育技术学科的发展带来了机遇，而近五年教育技术学本科专业点却萎缩严重。学生的专业认同是高质量人才培养和专业发展的基础，是影响学生的专业参与、专业学习投入和未来个人专业成就的重要因素。为了对学生的专业认同感形成深度认知，本研究选择一所国家一流教育技术学本科专业建设点的本科生为研究对象，采用典型对象分析与全面调查相结合的方式，对专业认同感的建构过程与推进策略展开研究。分析发现，学生的专业认同感建构呈现“迷茫—清晰—认同—热爱—深入”的主路径，以及从初识专业、沉浸学习到产生归属感的状态转变。从群体层面而言，学生的专业认同感建构过程复杂且多样，总体专业认同感建立较好，但存在持续迷茫或面向就业重返迷茫的个体。基于调查结果，研究提出了六条推进策略：面向教育数字化发展需求，找准专业定位明确培养目标；明确专业核心素养，建构科学的课程体系；发挥教师的示范作用，积极推进数字化教学改革；以学习成果产出为导向，强化理论与实践的连接；加强合作强化专业实践，拓展就业渠道，提升人才待遇；抓住关键期多维度发力，端正态度助其快速入轨。

【关键词】教育技术学；专业认同；人才培养；本科教育；教育数字化；学科发展；专业建设

Research on the Process and Promotion Strategies for Educational Technology Professional Identity Construction

WANG Zhijun¹, YU Tianyun², JIANG Nan³ and CHENG Liang⁴

(1. Jiangsu Research Center of “Internet + Education”, Jiangnan University, Wuxi 214122, China; 2. Wuxi Tongjiang Experimental Primary School, Wuxi 214041, China; 3. Xing’an Middle School, Dongying 257399, China; 4. Department of Education Information Technology, East China Normal University, Shanghai 200062, China)

Abstract: The national education digital transformation strategy has brought opportunities for the development of educational technology discipline. However, in recent years, undergraduate educational technology programs face serious decline. Students’ professional identity, as foundation for high-quality talent cultivation and professional development, is an important factor influencing students’professional engagement, professional learning involvement, and future professional achievements. To better understand educational technology undergraduate students’ professional identity, this article chose students from a nationally renowned educational technology undergraduate program, using a combination of typical object analysis and comprehensive survey to investigate their professional identity construction process and promotion strategies. Students’ professional identity construction path could be concluded as “confusion-clarity-recognition-devotion-deepening”, transiting from knowing the profession, immersing in learning to generating a sense of belonging. Generally, students’ professional identity construction process is complex and varied, as their overall professional identity is well established but there are individuals who are persistently confused, or who regain their confusion when they are facing employment. Six strategies are proposed, namely orienting towards the development needs of education digitization, positioning profession and clarifying the cultivation objectives, clarifying the core literacy of the discipline and constructing a scientific curriculum, setting role models and actively promoting digital teaching and learning transformation, enhancing the connection between theory and practice by being oriented to learning outcomes, enhancing cooperation to strengthen professional practice, expanding employment channels and enhancing talents compensation, seizing the critical period and multi-dimensional efforts to reverse students’ attitudes to the learning track.

Keywords: educational technology; professional identity; talents development; undergraduate education; education digitization; discipline development; specialty construction

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