摘要随着社会的不断进步，人们对学前教育的重视程度也大大提高，各级政府也都鼓励大力发展幼儿教育。社会对幼儿教师的需求急剧增加，尤其是高素质的幼儿教师。然而在当前就业途径较为单一，且待遇较于中小学教师普遍偏低的社会现状下，了解学前专业大学生的职业期望及其在校学习状况就显得尤为重要。本次研究以学前大学生的职业期望及主动性学习为切入点，探讨职业期望与主动性学习的关系。本研究以学前专业大三、大四及在读研究生为调查对象，采用凌文辁等编制的职业价值观问卷，通过SPSS17。0，运用描述性统计、相关分析、多重差异分析等方法，考察学前大学生职业期望与主动性学习的特点及两者之间的相关性，得出了以下结论：88386

（1）学前大学生职业期望值水平趋中，在整体上具有中等水平的职业期望。

（2） 学生在职业选择时对薪资、福利等等社会保健方面考虑较多，对其职业期望影响较大。自我发展的需求在学前大学生的职业期望中也占较大比例，学生们对自我价值的实现、自身水平的提高等还是有一定的需求。声望地位对学生的职业期望影响较其他两因子小，多数人不是很在乎职业的地位高低等外部评价。

（3）学前学生职业期待在是否独生、政治面貌和有无兼职的关系不大，在性别和成绩水平方面存在差异。其中保健因素对女生职业期望的影响要比男生大，成绩优秀的学生职业期望与成绩中等以上及中等的有显著差异。

（4）学前大学生主动性学习水平趋中，整体上具有中等水平的主动学习能力。

（5）在学前大学生的主动性学习中，学习意义、学习归因所占的比重较大，大部分学生在学习维持方面，重视较少。

（6）职业期望三个因子与主动性学习五个因子均存在相关性，其中保健因素与学习归因、学习调整和学习效率感有显著相关。自我发展因子与学习维持、学习意义、学习维持、学习调整和学习效率感有显著相关。说明自我发展因子在主动性学习中起到了关键作用。声望地位与学习维持、学习调整存在显著相关，但与其他两个因子相比，对学习主动性的影响较弱。

毕业论文关键词：学前大学生：职业期望：主动性学习 

Abstract With the constant progress of the society, people is greatly improved on the importance of the preschool education, governments at all levels are encouraged to develop preschool education。 Social demand for preschool teachers has increased dramatically, especially high-quality preschool teachers。 In the current employment way is relatively single, however, and treatment is the primary and secondary school teachers generally low social status, understand the pre-school professional college students' career expectations and the school learning situation is particularly important。 This study with a pre-school student career expectations and initiative study as the breakthrough point, to discuss the relationship between occupational expectation and initiative learning。 This study pre-school professional junior, senior and graduate students as investigation object, the adoption LingWen Quan such as establishment of professional values questionnaire, through the SPSS17。0, using descriptive statistics, correlation analysis, multiple methods of variance analysis, preschool students career expectations and the characteristic of initiative learning and the correlation between the two, draws the following conclusion:

(1) preschool students occupational expectation level trend, on the whole has a medium level of career expectations。

(2) the students in the career choice of salary, welfare and so on social care into consideration is more, a larger impact on their career aspirations。 Self development demand in preschool also represents a significant share in college students' career expectations, the students for the realization of self-worth, such as the improvement of their own, or have certain requirements。 Prestige status to student's occupational expectation effect is small compared with other two factors most people don't really care professional status, such as the external evaluation。