A Study On The Relationship Between Professional Identity And Learning Engagement Of Tuition-free Normal College Students In Sichuan Province

"Education is a cause of fundamental importance for the future of our nation".Education is closely related to the realization of national prosperity.Among them,higher education is an important way for a country to cultivate talents and scientific and technological innovation.The Research on College Students’ professional identity and learning engagement,as an important index to predict the quality of college education,is a hot spot in academic research at present,However,there is little research on the group of tuition-free normal college students."Promoting educational equity and quality improvement" has become one of the educational tasks in 2022.The cultivation of tuition-free normal college students is an important way to realize educational modernization and educational equity," To prosper the country,we must first strengthen our teachers ".Nowadays,many tuition-free normal college students lack educational belief and even produce academic burnout.Therefore,it is necessary to study the professional identity and learning engagement of tuition-free normal college students.Firstly,312 public funded normal students in some normal universities in Sichuan were investigated by questionnaire.The main purpose of this study is to explore the current situation of professional identity and learning engagement,the differences between different types of tuition-free normal college students,the relationship between professional identity and learning engagement,and how professional identity affects the learning engagement of tuition-free normal college students,Secondly,11 public tuition-free normal college students were interviewed and investigated by semi-structured interview method.After coding and processing the interview data,we deeply understand the impact path of professional identity of tuition-free normal college students on learning engagement in various dimensions,and explain the results of quantitative analysis.The research conclusions are as follows:（1）The professional identity of tuition-free normal college students is above average,and there are significant differences in grade,achievement,whether to be a class cadre,place of origin and voluntary choice.（2）The learning engagement of tuition-free normal college students is in the middle,and there are significant differences in grade,achievement,whether to be a class cadre and the place of origin of students.（3）Through correlation analysis,it is found that there is a significant positive correlation between professional identity and learning engagement,in which the correlation coefficient between professional behavior and learning engagement is the highest,and the order from high to low is professional behavior,professional appropriateness,professional emotion and professional cognition.（4）Through regression analysis,it is found that in addition to emotional identity,all dimensions of professional identity can significantly predict learning engagement and all dimensions.Among them,behavioral identity,appropriate identity and cognitive identity can jointly explain 64.7% of learning engagement,and the explanatory power intensity is professional behavior,professional appropriateness and professional cognition from large to small.（5）Through the interview,it is found that in the path of professional identity affecting learning engagement,specifically,the dimensions of professional behavior are reflected in classroom participation and curriculum satisfaction,the effectiveness of teacher-student interaction and others’ professional behavior,professional appropriateness is reflected in the matching degree of voluntary filling and personality temperament,and professional cognition is reflected in professional policies,professional prospects and social public opinion,Finally,personal interest and teacher-student emotion,as the embodiment of professional emotion,are also highly related to learning engagement.To sum up,this paper puts forward the following strategies to improve the professional identity and learning investment of public funded normal students.In terms of individuals,we need to cultivate professional emotion,build professional cognition,adjust professional behavior and clarify life goals.In schools,we should strengthen the normalization of curriculum,improve students’ professional appropriateness,pay attention to the emotional interaction between teachers and students,and avoid formal cooperative learning.In the social aspect,we should improve the reasonable withdrawal and postgraduate entrance examination mechanism,improve the graduation and employment system of tuition-free normal college students,improve the attraction of teachers’ profession,and strengthen the sense of professional belonging of tuition-free normal college students.