學(xué)前教育專業(yè)全程教育實(shí)踐課程的建構(gòu)研究
發(fā)布時(shí)間：2018-08-09 11:27
【摘要】：高師院校學(xué)前教育專業(yè)為學(xué)前教育事業(yè)的發(fā)展培養(yǎng)合格的幼教師資,課程是實(shí)現(xiàn)培養(yǎng)目的的中介,全程教育實(shí)踐課程作為教師教育課程有機(jī)組成部分,是實(shí)踐性課程的核心部分。學(xué)前教育專業(yè)全程教育實(shí)踐課程是在傳統(tǒng)教育實(shí)習(xí)的基礎(chǔ)上發(fā)展而來,以系統(tǒng)論、認(rèn)知心理學(xué)和社會(huì)學(xué)習(xí)理論為基礎(chǔ),根據(jù)“準(zhǔn)教師”的內(nèi)部認(rèn)知規(guī)律、專業(yè)成長(zhǎng)規(guī)律、幼兒教師專業(yè)素養(yǎng)要求和教育事業(yè)對(duì)幼教人才的需求為導(dǎo)向而設(shè)置促進(jìn)“準(zhǔn)教師”專業(yè)發(fā)展的課程,“準(zhǔn)教師”進(jìn)入真實(shí)的教育情境中觀摩、協(xié)助參與、實(shí)施和反思教育教學(xué)活動(dòng),依托本科人才培養(yǎng)方案從全程系統(tǒng)的視角在整個(gè)專業(yè)學(xué)習(xí)過程中漸進(jìn)地設(shè)計(jì)安排教育實(shí)踐課程。 對(duì)全程教育實(shí)踐課程的內(nèi)涵、特征、理論基礎(chǔ)和價(jià)值取向進(jìn)行了梳理,本研究采用問卷調(diào)查和開放性訪談的方法,輔之人才培養(yǎng)方案、教育實(shí)踐課程相關(guān)文件分析等,從教育實(shí)踐課程的設(shè)置計(jì)劃、課程目標(biāo)、課程內(nèi)容、課程組織與實(shí)施、課程評(píng)價(jià)五個(gè)維度對(duì)學(xué)前教育專業(yè)教育實(shí)踐課程的現(xiàn)狀進(jìn)行考察分析。理清學(xué)前教育專業(yè)全程教育實(shí)踐課程的理論邏輯,對(duì)教育實(shí)踐課程進(jìn)行現(xiàn)實(shí)考察分析,在此基礎(chǔ)上進(jìn)行建構(gòu)探索,期望對(duì)學(xué)前教師教育課程建設(shè)具有一定的啟示,為培養(yǎng)高素質(zhì)的學(xué)前教育工作者服務(wù)。 在理論分析和現(xiàn)實(shí)考察的基礎(chǔ)上進(jìn)行學(xué)前教育專業(yè)全程教育實(shí)踐課程的建構(gòu)探索。全程教育實(shí)踐課程的設(shè)置計(jì)劃應(yīng)根據(jù)院校辦學(xué)條件和具體實(shí)際情況,依托人才培養(yǎng)方案并從全程系統(tǒng)的視角,在整個(gè)學(xué)程中遞進(jìn)式地設(shè)置安排教育實(shí)踐課程,實(shí)施過程中不斷優(yōu)化教育實(shí)踐課程設(shè)置計(jì)劃,主要有分散隨機(jī)式的教育見習(xí)活動(dòng)、集中體驗(yàn)式的教育實(shí)習(xí)活動(dòng)和探究反思式的教育研習(xí)活動(dòng)；全程教育實(shí)踐課程目標(biāo)指向?qū)W前教育專業(yè)人才培養(yǎng)目標(biāo),并且要體現(xiàn)《幼兒園教師專業(yè)標(biāo)準(zhǔn)(試行)》理念和內(nèi)容要求,課程目標(biāo)是“準(zhǔn)教師”實(shí)現(xiàn)教育角色的轉(zhuǎn)換、養(yǎng)成專業(yè)情感態(tài)度、提升保教能力、積累教育實(shí)踐知識(shí)、初步生成教育實(shí)踐智慧,并為將來從事學(xué)前教育相關(guān)工作打下基礎(chǔ)；“準(zhǔn)教師”在觀摩階段、協(xié)助參與階段和全面實(shí)施階段的全程教育實(shí)踐課程內(nèi)容各有所側(cè)重和層層遞進(jìn),課程內(nèi)容主要?jiǎng)澐譃橛^察讀懂幼兒、保育工作、一日生活環(huán)節(jié)教育、幼兒游戲活動(dòng)、集中課程教學(xué)活動(dòng)、幼兒園環(huán)境創(chuàng)設(shè)、幼兒園管理、家園合作和幼兒園教研活動(dòng)九大課程模塊,三個(gè)主要階段課程內(nèi)容都有觀察理解和體悟反思相應(yīng)的要求；全程教育實(shí)踐課程組織與實(shí)施,強(qiáng)調(diào)幼教實(shí)踐基地的建設(shè)、全程教育實(shí)踐共同體的構(gòu)建、教育實(shí)踐課程科學(xué)有效的組織管理；全程教育實(shí)踐課程評(píng)價(jià),對(duì)課程評(píng)價(jià)主體、評(píng)價(jià)內(nèi)容和評(píng)價(jià)方式進(jìn)行理解建構(gòu)。 學(xué)前教育專業(yè)全程教育課程的價(jià)值主要體現(xiàn)在是促進(jìn)“準(zhǔn)教師”專業(yè)全面發(fā)展的應(yīng)然選擇,搭建幼兒教師專業(yè)學(xué)習(xí)共同體的發(fā)展平臺(tái),促進(jìn)了“準(zhǔn)教師”、幼兒園指導(dǎo)教師和高校指導(dǎo)教師共同發(fā)展。順應(yīng)了學(xué)前教育專業(yè)教育實(shí)踐課程的改革走向,促進(jìn)學(xué)前教師教育課程結(jié)構(gòu)體系的優(yōu)化整合。最后對(duì)本研究進(jìn)行總結(jié),反思其存在的問題與不足,明晰在后續(xù)研究中努力改進(jìn)的風(fēng)向。
[Abstract]:Pre school education in Higher Normal Colleges and universities cultivate qualified young teachers for the development of preschool education. Curriculum is the intermediary to achieve the purpose of training. The whole course of education practice course is an organic part of the curriculum of teacher education, and the core part of the practical course. The curriculum of the whole course of education for pre school education is the basis of traditional education practice. Based on the theory of system, cognitive psychology and social learning, according to the internal cognition law of the quasi teacher, the law of professional growth, the requirements of the professional accomplishment of the preschool teachers and the demand of the educational cause for the preschool teachers, the course of promoting the professional development of the "quasi teacher" is set up, and the "quasi teacher" has entered the reality. In the educational situation, we can help to participate, carry out and reflect on the education and teaching activities, and rely on the undergraduate training program from the perspective of the whole course system to design and arrange the education practice course in the whole course of the whole professional learning.
The connotation, characteristics, theoretical foundation and value orientation of the whole course education practice course are combed. The study adopts the questionnaire survey and the open interview method, the auxiliary talent training program, the related document analysis of the education practice course, etc., from the setting plan of the education practice course, the course goal, the course content, the course organization and implementation, and the course. This paper reviews the five dimensions of the present situation of the pre school education practice course. It makes clear the theoretical logic of the course of the whole course of education in the pre school education, and makes a practical investigation and Analysis on the curriculum of the education practice. High quality preschool educators serve.
On the basis of theoretical analysis and practical investigation, the construction of the course of the whole course of education for preschool education is explored. The plan of setting up the course of the whole course of education should be arranged according to the conditions of running the school and the actual situation, relying on the talent training program and from the perspective of the whole course system. In the course of practice, the curriculum plan of educational practice is continuously optimized in the course of implementation. It mainly includes scattered random educational probation activities, concentrated experiential education practice and inquiry reflective education research activities. The goal of the whole course of education practice course aims to cultivate pre school education professionals and to embody the kindergarten teachers' special purpose. The goal of the industry standard (Trial), concept and content requirements is that the goal of the curriculum is the conversion of "quasi teachers" to the role of education, to develop professional emotional attitude, to improve the ability to teach, to accumulate the knowledge of educational practice, to generate the wisdom of educational practice, and to lay a foundation for the work of preschool education in the future, and to assist the participation of "quasi teachers" in the stage of observation and participation. The course content of the whole course of education and practice in the stage of the stage and the full implementation stage has some emphasis and progressively progressively. The contents of the course are mainly divided into the observation and understanding of children, the care work, the day of life education, the activities of children's games, the concentration of the teaching activities, the creation of the kindergarten environment, the management of the kindergarten, the cooperation of the home and the teaching and research activities of the kindergarten. The curriculum module, the three main stages of the course content all have the corresponding requirements of observation and understanding and understanding, the whole course of education practice curriculum organization and implementation, emphasis on the construction of the practice base of young education, the construction of the whole educational practice community, the scientific and effective organizational management of the educational practice course, the course evaluation of the whole course of education practice and the evaluation of the curriculum. The main body, the content of evaluation and the way of evaluation are understood and constructed.
The value of the course of full course education for preschool education is mainly reflected in the choice of promoting the all-round development of the "quasi teacher" specialty, building the development platform of the professional learning community of preschool teachers, promoting the "quasi teacher", the kindergarten instructor and the university instructors to develop together. It conforms to the practice course of pre school education. The trend of reform is to promote the optimization and integration of the structure system of preschool teachers' education curriculum. Finally, this study summarizes the research, reflects on the problems and shortcomings, and clarifying the trend of improvement in the follow-up study.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G652.4
本文編號(hào)：2173930
[Abstract]:Pre school education in Higher Normal Colleges and universities cultivate qualified young teachers for the development of preschool education. Curriculum is the intermediary to achieve the purpose of training. The whole course of education practice course is an organic part of the curriculum of teacher education, and the core part of the practical course. The curriculum of the whole course of education for pre school education is the basis of traditional education practice. Based on the theory of system, cognitive psychology and social learning, according to the internal cognition law of the quasi teacher, the law of professional growth, the requirements of the professional accomplishment of the preschool teachers and the demand of the educational cause for the preschool teachers, the course of promoting the professional development of the "quasi teacher" is set up, and the "quasi teacher" has entered the reality. In the educational situation, we can help to participate, carry out and reflect on the education and teaching activities, and rely on the undergraduate training program from the perspective of the whole course system to design and arrange the education practice course in the whole course of the whole professional learning.
The connotation, characteristics, theoretical foundation and value orientation of the whole course education practice course are combed. The study adopts the questionnaire survey and the open interview method, the auxiliary talent training program, the related document analysis of the education practice course, etc., from the setting plan of the education practice course, the course goal, the course content, the course organization and implementation, and the course. This paper reviews the five dimensions of the present situation of the pre school education practice course. It makes clear the theoretical logic of the course of the whole course of education in the pre school education, and makes a practical investigation and Analysis on the curriculum of the education practice. High quality preschool educators serve.
On the basis of theoretical analysis and practical investigation, the construction of the course of the whole course of education for preschool education is explored. The plan of setting up the course of the whole course of education should be arranged according to the conditions of running the school and the actual situation, relying on the talent training program and from the perspective of the whole course system. In the course of practice, the curriculum plan of educational practice is continuously optimized in the course of implementation. It mainly includes scattered random educational probation activities, concentrated experiential education practice and inquiry reflective education research activities. The goal of the whole course of education practice course aims to cultivate pre school education professionals and to embody the kindergarten teachers' special purpose. The goal of the industry standard (Trial), concept and content requirements is that the goal of the curriculum is the conversion of "quasi teachers" to the role of education, to develop professional emotional attitude, to improve the ability to teach, to accumulate the knowledge of educational practice, to generate the wisdom of educational practice, and to lay a foundation for the work of preschool education in the future, and to assist the participation of "quasi teachers" in the stage of observation and participation. The course content of the whole course of education and practice in the stage of the stage and the full implementation stage has some emphasis and progressively progressively. The contents of the course are mainly divided into the observation and understanding of children, the care work, the day of life education, the activities of children's games, the concentration of the teaching activities, the creation of the kindergarten environment, the management of the kindergarten, the cooperation of the home and the teaching and research activities of the kindergarten. The curriculum module, the three main stages of the course content all have the corresponding requirements of observation and understanding and understanding, the whole course of education practice curriculum organization and implementation, emphasis on the construction of the practice base of young education, the construction of the whole educational practice community, the scientific and effective organizational management of the educational practice course, the course evaluation of the whole course of education practice and the evaluation of the curriculum. The main body, the content of evaluation and the way of evaluation are understood and constructed.
The value of the course of full course education for preschool education is mainly reflected in the choice of promoting the all-round development of the "quasi teacher" specialty, building the development platform of the professional learning community of preschool teachers, promoting the "quasi teacher", the kindergarten instructor and the university instructors to develop together. It conforms to the practice course of pre school education. The trend of reform is to promote the optimization and integration of the structure system of preschool teachers' education curriculum. Finally, this study summarizes the research, reflects on the problems and shortcomings, and clarifying the trend of improvement in the follow-up study.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G652.4
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，本文編號(hào)：2173930
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