专业认同会对大学生的专业学习行为和学习态度产生重要影响，是影响大学生实现专业成长，取得专业成就的重要因素。目前，教育学本科生存在着专业认同感不强的问题，这不仅影响着学生专业学习的主观能动性，也关系到教育学学科的人才培养和学科发展。所以，为了促进高校教育学学科发展和人才培养，揭示出影响教育学本科生专业认同的因素，进而提出提高教育学专业本科生的专业认同度的针对性对策，是一个非常重要、亟待解决的研究课题。为了更全面的了解教育学本科生的专业认同现状，本研究首先梳理了国内外相关文献资料，详细从专业认同内涵、专业认同维度、专业认同影响因素、专业认同提升策略等方面阐述了国内外研究现状，理清了研究中的核心概念。在此基础上，本研究采用叙事研究的方法，讲述四位教育学本科生在专业日常生活中发生的不同故事，并从中发掘和分析故事背后的意义——对教育学专业不同的认同情况以及造成这种情况的影响因素。本研究从四位具有代表性的教育学本科生各富特色的专业认同变化历程中分析归纳出影响他们专业认同变化的因素:个体背景的差异、学生的主观能动性、专业课程设置、教师投入和专业就业前景等。最后从个人、高校教师两个层面提出提升教育学本科生专业认同感的具体建议。

Professional identity has a significant impact on the professional learning behavior and attitude of college students, and is an important factor affecting their professional growth and achievement. At present, undergraduate education students have a weak sense of professional identity, which not only affects their subjective initiative in professional learning, but also relates to the talent cultivation and development of the education discipline. Therefore, in order to promote the development of education disciplines and talent cultivation in universities, revealing the factors that affect the professional identity of undergraduate education students, and proposing targeted strategies to improve the professional identity of undergraduate education students, is a very important and urgent research topic to be solved. In order to gain a more comprehensive understanding of the current status of professional identity among undergraduate education students, this study first reviewed relevant literature at home and abroad, elaborating on the current research status at home and abroad from the aspects of professional identity connotation, professional identity dimensions, influencing factors of professional identity, and strategies for improving professional identity, and clarifying the core concepts in the research. On this basis, this study adopts a narrative research method to tell different stories of four undergraduate education students in their professional daily lives, and to explore and analyze the meaning behind the stories - their different identification with the education major and the influencing factors that cause this situation. This study analyzes and summarizes the factors that affect the changes in professional identity of four representative undergraduate students in education, including differences in individual backgrounds, students' subjective initiative, professional curriculum design, teacher engagement, and professional employment prospects. Finally, specific suggestions are proposed to enhance the professional identity of undergraduate education students from both individual and university teachers levels.