教师职业认同感是教师专业成长中专业理念的重要内容,是幼儿教师职业道德建设的前提与基础。当前河南省幼儿教师的职业认同感普遍较低,导致幼儿教师队伍不稳定,专业化发展进程缓慢。研究以河南省为例,通过对学前教育专业在校生,实习生[在校生和实习生有差别吗?]与在职教师三个群体的调查发现:当前河南省幼儿园教师职业认同感普遍较低,政治、专业性、学术性权力有限且得不到有效保障的现状。社会、幼儿园、家长、教师自身是重要的影响因素。鉴于此,研究从国家、学校、教师三个层面提出了相应的方法与对策。 Teachers’ professional identity is an important part of the professional philosophy of teachers’ professional growth. It is the prerequisite and basis of kindergarten teachers’ professional ethics. At present, kindergarten teachers in Henan Province generally have a lower occupational identity, resulting in instability of preschool teachers and slow progress of specialization. The study of Henan Province, for example, through the survey of pre-primary education students, intern [there are differences between students and intern?] And in-service teachers found that: the current occupational identity of kindergarten teachers in Henan Province is generally low, Political, professional, academic power is limited and can not be effectively protected the status quo. Society, kindergarten, parents, teachers themselves are important influencing factors. In view of this, the research puts forward corresponding methods and countermeasures from the three aspects of the state, schools and teachers.