【摘要】 师范生的专业发展水平直接关乎其未来从教的稳定性，也会间接影响教育质量。基于全国五大地区3 787名综合性大学师范生的发展水平问卷调查发现：综合性大学师范生的总体专业发展水平较高，专业能力的发展水平低于其他维度，尤其体现为学科转化能力有待进一步提升；大三年级师范生的专业发展艰难，具体表现为角色认同摇摆和职业规划尚不明朗。研究还发现，师范生发展水平存在一定差异。随着生源地在城市、乡镇和村(屯)中的变化，师范生在某些方面的表现可能会呈现出不同特征。为提升综合性大学师范生的专业发展水平，应贯通学科课程，提高师范生学科理解力；营造教师教育文化，增强教师角色认同；凸显教师教育课程的区域性，推进高质量教师队伍均衡建设。更多还原

【Abstract】 The professional development of the pre-service teachers is directly related to the stability of their future teaching and indirectly affects the quality of education. This study conducted a survey on the level of professional development of 3,787 pre-service teachers from the comprehensive universities in five major regions nationwide. It was found that the overall professional development level of these pre-service teachers is relatively high, but the level of teacher professional competency is lower than the other dimensions, especially reflected in the need for further improvement indiscipline transformation capacity; The third-year pre-service teachers’ development is rather difficult, with regards to the uncertainty of role identity and career planning. The study also found the imbalance of professional development level between urban and rural pre-service teachers. As the places of origins change from cities to rural areas, the pre-service teachers’ performance may show different charactersitics in some aspects. To improve the professional development of pre-service teachers from comprehensive universities, it is necessary to integrate discipline courses to deepen their subject understanding, create teacher education culture to enhance teacher professional identity, and highlight regional characteristic of teacher education courses to promote the construction of a high-quality and balanced teaching force.更多还原