Research On The Dynamic Change Of Undergraduate Major Identity Of Educational Technology Based On Grounded Theory ——Taking G University As An Example

Major identity refers to the dynamic change process of psychology,attitude and behavior of Major learners in a certain learning environment and social environment,based on their personal major cognitive level,showing positive emotion and dedication to their major from internal psychology and external behavior,accompanied by their inner sense of appropriateness.At present,the research on major identity is rarely carried out from the perspective of dynamic change.Most of them only do the comparative analysis between different grades,and do not deeply explain the complex phenomena found in the research.Based on the definition and framework of major identity research at home and abroad,this study attempts to describe the current situation of major identity of Undergraduates in educational technology from five dimensions: major cognition,major emotion,major will,major behavior and major appropriateness,and adopts the grounded theoretical research method to construct the dynamic change theoretical model of identity of Undergraduates in educational technology,This paper puts forward the path and strategy to improve the major identity of undergraduate students of educational technology,which provides a certain reference for practical research.Firstly,this study makes theoretical preparation,systematically expounds the research purpose,research significance,research content,research methods and research ideas,defines and discriminates the core concepts,determines the theoretical basis to guide the smooth development of each stage of this study,and summarizes the relevant research status at home and abroad through city space and Literature method.Secondly,by means of questionnaire survey,this paper studies the current situation of major identity of educational technology undergraduates in G University,analyzes the differences and changes among different dimensions,grades and groups,and finds that the major identity of educational technology undergraduates shows a change trend of "sophomore decline,junior and senior continuous improvement",which provides support for further research.Thirdly,through the grounded theory research method,this paper deeply explores the dynamic change trend of major identity of educational technology in G University and the influencing factors of each inflection point,and constructs the dynamic change model of major identity.Fourth,according to the factors affecting the major identity of educational technology undergraduates,this paper puts forward the promotion strategies.Finally,the effectiveness of some strategies is tested by experimental research methods.Through the above research process,the main conclusions are as follows: first,the major identity of undergraduate students of educational technology in G university is at the lower middle level and shows a dynamic trend;Second,there are differences in major identity among students of different grades,genders and major achievement levels;Third,the main reasons affecting the dynamic change of students' major identity in different grades are different.The first-year students are mainly affected by the freshman effect,the introduction to educational technology and the way of major selection,the second-year students are mainly affected by curriculum pressure and rational regression,and the third-year students are mainly affected by teaching practice courses and major internships,Fourth grade students are mainly affected by major practice and employment situation.Among them,there are also factors that have an overall impact on undergraduate four-year learning,such as the epidemic situation,others' evaluation and needs,students' understanding of their departments,learning motivation and so on.In view of the influencing factors,this study mainly constructs the strategies to improve students' major identity from the logic of "students entering school to graduation" :first,by strengthening enrollment publicity and freshman education,students' major identity is promoted when they enter school,so as to lay a foundation for the continuous improvement of students' major identity;Secondly,we should take students as the center,reasonably construct the major curriculum system,and optimize the teaching methods and evaluation methods of core courses,so as to enhance the positive impact of major courses on students' major identity;Third,do a good job in guiding all kinds of "critical periods",such as "sophomore low tide period",enrollment and employment period,social event occurrence period,etc.