角色转型视角下地方综合性高校数学师范生教育实习能力与职业身份适配研究

Role-Transition-Perspective-Based Research on Educational Internship Competence and Professional-Identity Adaptation of Mathematics Normal-University Students in Local Comprehensive Universities

摘要: 地方综合性高校承担属地基础教育数学师资供给任务，教育实习是师范生实现学生向准教师角色过渡的关键实践环节。本文采用自编问卷对42名数学师范实习生开展调研，从外部实习保障、教学实践能力、教研参与、职业身份适配四个维度调研实习现状。结果显示双导师与属地实习可为角色成长提供较好外部支持，但校内外导师协同联动不足；师范生教学教研实操能力整体尚可，但课堂应急处置、教研主动表达存在短板；部分实习生出现实践能力提升而职业身份适配滞后的矛盾，属地实习体验也未充分转化为属地从教意愿。据此从高校、实习中学、师范生个体、属地实习建设层面提出改进策略，为地方高校优化数学师范生实习培养提供参考。

Abstract: Local comprehensive universities undertake the task of supplying mathematics teachers for basic-education in local regions. Educational internship serves as a key practical link for mathematics normal-university students to realize their role transition from students to pre-service teachers. Based on self-designed questionnaires, this paper investigates 42 mathematics normal-university students from a local comprehensive university, and explores their internship status from four dimensions: external internship support, teaching practical competence, teaching-research participation, and professional-identity adaptation. The results show that the dual-mentor system and local-based internship provide favorable external conditions for students’ role growth, yet the collaborative linkage between on-campus and school-based mentors remains insufficient. Although students obtain moderate-to-good practical competence in teaching and teaching-research, they still have deficiencies in coping with classroom emergencies and taking initiative in teaching-research discussions. Some interns suffer from the dilemma that practical competence improves while professional-identity adaptation lags behind, and local-based internship experience has not been fully transformed into their willingness to take local teaching posts. Accordingly, improvement strategies are proposed from universities, internship schools, individual interns and local-based internship construction, so as to provide references for optimizing the internship training of mathematics normal-university students in local comprehensive universities.