本文选取北京师范大学物理学系2017-2021届公费师范毕业生为研究样本，基于学校统计的就业去向表，将公费师范毕业生的去向分为派遣、二分和考研深造三种情况进行放系统计；并向已经就业的毕业生们发放调查问卷，通过对已就业学生的就业期望、就业规划、就业现状和就业满意度进行调查统计得到相应结论并提出建议。

本文主要分为六个部分，第一部分为绪论，包含了选题的背景、目的、意义和早期到现在的相关方面研究现状；第二部分为研究的设计，包含了研究中所使用的方法，并介绍了研究中使用到的调查问卷的结构；第三部分和第四部分分别对学校统计的就业去向表和回收的调查问卷的数据进行了统计和分析；第五部分是针对以上及部分所总结得出的结论以及对结论的分析；第六部分则从个人的角度和学校的角度为物理学系的公费师范生的培养和就业发方面给出了相关思考和建议。

调查结果显示，北京师范大学近五年的物理学系公费师范生绝大部分都愿意遵守公费师范生协议前往全国各地的中小学就业，但同时也有少部分学生选择了违约，违约人群中有自主选择职业的学生，也有选择通过出国或者考研继续深造的学生。这说明物理学系的公费师范生就业落实率非常高，但同时在就业领域能够选择的机会较少。无论是学生还是学校，都应该努力提高公费师范生的专业知识和职业技能，能够有利于将来的公费师范生的就业。

This paper selects the 2017-2021 graduates from the physics department of Beijing Normal University who were funded by the government, and based on the school's statistics on employment destinations, classifies the graduates into three categories: being sent to work, taking a postgraduate entrance exam, or working in a private institution. The study also distributed questionnaires to employed graduates to investigate their employment expectations, plans, current situations, and satisfaction levels, and draws corresponding conclusions and recommendations based on the survey data.

This paper is divided into six parts. The first part is the introduction, which includes the background, purpose, significance, and related research on the topic. The second part is the research design, which describes the methods used in the study and introduces the structure of the survey questionnaire. The third and fourth parts respectively present the statistics and analysis of the data from the school's statistics on employment destinations and the collected survey questionnaires. The fifth part summarizes the conclusions and analysis based on the findings. The sixth part provides suggestions for improving the education and employment of physics education majors from both personal and institutional perspectives.

The survey results indicate that the majority of government-funded physics education majors from Beijing Normal University in the past five years were willing to comply with the agreement and work in primary and secondary schools nationwide, while a small fraction chose to breach the agreement, including those who pursued other careers or continued their studies through studying abroad or postgraduate entrance exams. This suggests a high employment rate for government-funded physics education majors, but limited opportunities in the employment field. Thus, both students and educational institutions should strive to improve the professional knowledge and vocational skills of government-funded physics education majors to increase their future employment opportunities.