The Influence Of The Professional Identity Of Normal Students Majoring In Elementary Education On Learning Input

Teachers are the foundation of education and the source of education.Primary education is the foundation of education,and the quality of its teachers’ training is related to the development of the entire education cause and the realization of the goal of a strong education nation.Therefore,it is of great significance to investigate and study the learning input of normal students majoring in elementary education.On the one hand,with the opening of the second-child policy,the gap for primary school teachers has increased;On the other hand,as my country’s higher education has entered the stage of popularization,the number of college students has increased sharply,and how the quality of talent training has attracted great attention from the society;In addition,the undergraduate major of the author is elementary education,which has a certain emotional foundation.Based on this,this research focuses on the learning input of normal students majoring in elementary education.Learning input is a significant variable that characterizes the learning situation of normal students,and the cognition,emotions and academic self-efficacy of normal students of primary education will affect students’ learning input to a large extent.Therefore,this study decided to use professional identity as an independent variable and academic self-efficacy as an intermediary variable to explore the learning input of primary education normal students.In the existing research,although a large number of scholars have conducted separate studies on college students’ professional identity,academic self-efficacy,and learning input,most of the research objects are college students in general.And found that the professional identity,academic self-efficacy and learning input of college students of different majors are quite different.However,there are very few researches on the professional identity and learning investment of the primary education majors,and the articles on the relationship between the three are relatively lacking.Therefore,this research decided to take the professional identity,academic self-efficacy and learning input of elementary school education majors as the research content,and explore the status quo and relationship of the three.It also analyzes the influencing factors behind it,and provides scientific and objective countermeasures and suggestions for improving the learning input of teacher students majoring in elementary education.First,take Y University’s primary education students from grade one to grade four as the research object,select the "Professional Identity Questionnaire" compiled by Qin Panbo,the "Learning Input Scale" revised by Fang Laitan and others and compiled by Liang Yusong the "Academic Self-efficacy Scale" was used as a research tool to conduct a questionnaire survey.Second,use the self-compiled interview outline to conduct in-depth interviews with 14 elementary school teachers majoring in education,to supplement the questions not reflected in the questionnaire,and to explore the relationship and influence of professional identity,academic self-efficacy,and learning input factors to provide theoretical support for the later recommendations.The findings of the study are as follows:(1)The professional identity of elementary school education majors is at the middle level,but the degree of professional applicability is low;the learning input is at the middle and low level,but the level of dedication to learning is slightly higher than the theoretical median.The overall situation of academic self-efficacy is good,while the efficacy of learning ability is slightly lower than the theoretical level.(2)The professional identity,academic selfefficacy,and learning investment of elementary school education majors are significantly different in demographic variables such as entry type,grade,professional volunteers,professional knowledge before enrollment,and whether they have served as student leaders.(3)There is a significant positive correlation between the professional identity,academic self-efficacy and learning input of elementary school education majors.Further testing of the mediation effect found that academic selfefficacy plays a part of the mediating role between professional identification and learning input,that is,professional identification It can not only directly predict learning input,but also indirectly predict learning input through academic self-efficacy.(4)The influencing factors of learning input include learning motivation,learning resistance,personality characteristics and environment.Among them,professional identity and academic self-efficacy are two important personality factors that affect learning input.Based on the above research results,the following countermeasures are proposed:(1)Stimulate learning motivation and increase learning input: innovate teaching methods and stimulate students’ curiosity;improve teaching facilities and improve learning initiative;stimulate learning motivation and improve learning enthusiasm.(2)Overcome learning resistance and increase learning input: overcome external incentives and improve self-control ability;solve schoolwork difficulties and improve learning ability.(3)Develop personality characteristics and increase learning input:cultivate professional affection and improve professional identity;make reasonable attributions to enhance academic self-efficacy.(4)Improve the learning environment and promote learning investment: optimize the campus environment and establish a good style of study;strengthen dormitory management to create a learning atmosphere.This research provides empirical evidence for improving the learning input of primary school education majors,enriches and expands the research field of the learning situation of primary school education majors,and lays a foundation for further exploration of the learning input status of primary school education majors.