健全高校“立德树人”落实机制，探索招生考试的多维考核评价机制，致力于实现“国家选才、学生成长和社会公平”的有机统一是当前改革的大势所趋。为迎合当下高考综合改革的大背景，浙江省率先探索实施“三位一体”综合评价招生方式，依据学生的“高考成绩”、“高中学业水平考试成绩”，参考其“综合素质测试成绩”，将三者按照一定的比例折合成考生最终的分数，按照综合分数进行择优录取。作为通过新型考试招生方式录取的学生，研究其对于所学专业的认同感，不仅对于学生自身发展具有一定意义，同时也可以为高校优化人才选拔和培养方案，进而为完善高考综合改革的相关政策提供依据。

本文以浙江省通过“三位一体”综合评价招生进入高校的学生为研究对象，对其专业认同感现状以及影响因素进行研究，利用统计方法对数据进行分析。研究得出“三位一体”综合评价招生学生的专业认同感整体较高，同时其在年级、性别、户籍所在地、家庭背景以及是否受过专业知识辅导等维度存在差异。通过对所抽取高校“三位一体”综合评价招生学生以及有关教师进行追踪访谈发现，影响“三位一体”综合评价招生学生专业认同感的因素主要有以下几个方面：一是学生自身对于专业认知和专业选择方式；二是家庭背景因素，包括家长自身的职业和受教育程度，以及在学生进行专业选择时对于其干涉程度；三是学校的教学及管理因素，主要包括课程设置、师资队伍水平、校园文化建设和学校对于转专业的规定和政策等几方面；四是专业的就业前景以及社会评价。

本研究结合问卷调查以及访谈的结果，从学生、学校以及社会三个维度提出提升“三位一体”招生学生专业认同感的相关建议，期望能够为促进“三位一体”综合评价招生学生对于专业的认同感，进而为优化高校人才培养方案和进一步深化高考综合改革方案建言献策。

It is the general trend to improve the implementation mechanism of "morality education " in Colleges and universities, explore the multidimensional assessment and evaluation mechanism of enrollment examination, and strive to realize the organic unity of "national talent selection, student growth and social justice". In order to meet the background of the comprehensive reform of the college entrance examination, Zhejiang province takes the lead in exploring the implementation of the "Trinity" enrollment method. According to the students' "college entrance examination results", "high school academic level examination results", and their "comprehensive quality test results", the three are converted into the final scores of candidates according to a certain proportion, and the candidates are selected according to the comprehensive scores. As a new way to recruit students through the examination, the study of their professional identity, not only has a certain significance for students' own development, but also can optimize the talent selection and training program for colleges and universities, and then provide the basis for improving the relevant policies of the comprehensive reform of college entrance examination.

This article takes the students who enter colleges and universities through the comprehensive evaluation of the "Trinity" as the research object, researches the status quo of their professional identity and influencing factors, and uses statistical methods to analyze the data. The research shows that the overall professional identity of the enrolled students in the "Trinity" comprehensive evaluation is relatively high, and there are differences in the dimensions of grade, gender, location of household registration, family background, and whether they have received professional knowledge counseling. Through the follow-up interviews of the selected colleges and universities "Trinity" comprehensive evaluation enrollment students and related teachers, it is found that the factors that affect the "Trinity" comprehensive evaluation enrollment students' professional identity mainly include the following aspects: First, the students' own professional cognition and professionalism Selection method; the second is the family background factors, including the parents’ own occupation and education level, and the degree of interference with the students when they make professional choices; the third is the school’s teaching and management factors, which mainly include the curriculum, the level of the teaching staff, and the campus Cultural construction and the school’s regulations and policies for professional transfer; the fourth is professional employment prospects and social evaluation.

Finally, based on the results of questionnaire survey and interview, this study puts forward relevant suggestions to enhance the professional identity of "Trinity" enrollment students from the three dimensions of students, schools and society, hoping to promote the professional identity of "Trinity" enrollment students and further deepen the comprehensive reform of college entrance examination.