基于熵权法对地方应用型高校物理师范生的职业认同感调查

Investigation of Professional Identity among Physics Teacher Education Students in Local Applied Universities Using the Entropy Weight Method

摘要: 职业认同感是影响师范生职业选择、发展意愿与教育质量的重要心理变量。本文以福建省某地方应用型高校188名物理师范生为研究对象，构建涵盖职业认知、职业期望、职业意志、职业价值、职业行为倾向与职业情感六个维度的职业认同感指标体系，在完成问卷信度与效度检验的基础上，综合运用熵权法、描述统计、相关分析和方差分析进行研究。结果表明：物理师范生整体职业认同感处于中等偏上水平；职业期望与职业认知维度得分较高，职业意志维度相对薄弱；不同年级学生在职业认同总分上存在显著差异，且总体呈现由低年级向高年级逐步提升的趋势；六个维度与总体职业认同均呈显著正相关，其中职业情感和职业行为倾向与总体职业认同的相关性较强；从熵权结果看，阅读教育理论书籍、认同教师专业标准、实现人生价值以及主动解决学习困难等指标具有较高的信息贡献度。基于此，本文提出从制度支持、情感激发、实践训练和分层指导等方面提升地方应用型高校物理师范生职业认同感的建议。研究可为地方高校优化师范生培养机制提供一定的实证参考。

Abstract: Professional identity is an important psychological variable that influences normal university students’ career choice, willingness for professional development, and the quality of education. Taking 188 pre-service physics teachers from a local application-oriented university in Fujian Province as the research participants, this study constructed an indicator system of professional identity encompassing six dimensions: professional cognition, professional expectation, professional will, professional value, professional behavioral tendency, and professional emotion. On the basis of reliability and validity testing of the questionnaire, the study employed the entropy weight method, descriptive statistics, correlation analysis, and analysis of variance to conduct a comprehensive investigation. The results show that the overall level of professional identity among pre-service physics teachers is moderately high; scores for the dimensions of professional expectation and professional cognition are relatively high, whereas professional will is comparatively weak. Significant differences were found in the overall professional identity scores across grade levels, with a general trend of gradual improvement from lower grades to higher grades. All six dimensions were significantly and positively correlated with overall professional identity, among which professional emotion and professional behavioral tendency showed relatively strong correlations with overall professional identity. In terms of entropy weight results, indicators such as reading educational theory books, identifying with professional standards for teachers, realizing life value, and actively resolving learning difficulties demonstrated relatively high informational contribution. Based on these findings, this study proposes suggestions for enhancing the professional identity of pre-service physics teachers in local application-oriented universities from the perspectives of institutional support, emotional stimulation, practical training, and differentiated guidance. The study is expected to provide empirical reference for local universities in optimizing their teacher education and training mechanisms.