本文關(guān)鍵詞： 西藏高校 學(xué)前教育本科專業(yè) 課程設(shè)置 課程改革　出處：《西藏民族學(xué)院》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著西藏學(xué)前教育事業(yè)的發(fā)展和人們對(duì)學(xué)前教育質(zhì)量的重視,西藏學(xué)前教育急需大量的高素質(zhì)學(xué)前教師。西藏高校學(xué)前教育本科專業(yè)擔(dān)負(fù)著為西藏學(xué)前教育培養(yǎng)高層次教師的任務(wù),必須強(qiáng)化專業(yè)建設(shè)水平,提升人才培養(yǎng)質(zhì)量。課程建設(shè)是專業(yè)建設(shè)的重要內(nèi)容,課程改革是專業(yè)改革的核心和突破口,優(yōu)化課程結(jié)構(gòu)、調(diào)整課程內(nèi)容是西藏高校提高學(xué)前教育專業(yè)建設(shè)水平的重要途徑。本文在分析西藏高校學(xué)前教育本科專業(yè)課程設(shè)置的理論依據(jù)和現(xiàn)實(shí)要求的基礎(chǔ)上,以西藏民族學(xué)院學(xué)前教育本科專業(yè)課程建設(shè)為個(gè)案,探討當(dāng)前西藏高校學(xué)前教育本科專業(yè)課程設(shè)置存在的問題,并提出改進(jìn)學(xué)前教育本科專業(yè)課程設(shè)置的對(duì)策和建議。本文共分為四個(gè)部分:第一部分為緒論,包括了本文研究的背景、相關(guān)概念的界定、研究綜述、研究方法和研究意義。第二部分為西藏高校學(xué)前教育本科專業(yè)課程設(shè)置的理論依據(jù)和現(xiàn)實(shí)要求。西藏高校學(xué)前教育本專業(yè)課程設(shè)置必須建立在哲學(xué)、社會(huì)性和心理學(xué)等理論基礎(chǔ)之上,同時(shí)也要順應(yīng)當(dāng)前學(xué)前教師專業(yè)化發(fā)展和西藏學(xué)前教育改革的現(xiàn)實(shí)要求。第三部分為西藏高校學(xué)前教育本科專業(yè)課程設(shè)置的現(xiàn)狀與問題研究。通過對(duì)西藏民族學(xué)院學(xué)前教育本科專業(yè)培養(yǎng)計(jì)劃的文本分析,結(jié)合問卷調(diào)查和個(gè)別訪談,本文認(rèn)為當(dāng)前西藏高校學(xué)前教育專業(yè)課程設(shè)置存在的問題有:通識(shí)課程類型單一,公選課程缺少特色,藝術(shù)類課程比重較大,教育理論課程和教育教學(xué)方法課程比重較低,實(shí)踐類課程不夠重視等問題。第四部分是對(duì)完善西藏高校學(xué)前教育本科專業(yè)課程設(shè)置的對(duì)策和建議。西藏高校在學(xué)前教育本科專業(yè)課程設(shè)置上必須樹立以生為本的價(jià)值取向、堅(jiān)持學(xué)生專業(yè)化發(fā)展和傳承民族傳統(tǒng)文化的原則、重視培養(yǎng)學(xué)生的教育實(shí)踐能力和科研能力,本文認(rèn)為西藏高校在學(xué)前教育本科專業(yè)課程設(shè)置上應(yīng)該均衡發(fā)展各類課程,課程內(nèi)容要彰顯民族特色,學(xué)校要強(qiáng)化課程的管理與實(shí)施,促進(jìn)教師轉(zhuǎn)變授課方式等。
[Abstract]:With the development of preschool education in Tibet and the importance people attach to the quality of preschool education, There is an urgent need for a large number of high-quality pre-school teachers in pre-school education in Tibet. The undergraduate major in pre-school education in Tibet is charged with the task of training high-level teachers for pre-school education in Tibet, and it is necessary to strengthen the level of professional construction. To improve the quality of personnel training, curriculum construction is an important part of professional construction, curriculum reform is the core and breakthrough of professional reform, and the curriculum structure is optimized. The adjustment of curriculum content is an important way to improve the construction level of preschool education major in Tibetan colleges and universities. This paper analyzes the theoretical basis and practical requirements for the curriculum setting of undergraduate education major in Tibetan colleges and universities. Taking the undergraduate course construction of preschool education in Tibet Institute of nationalities as a case study, this paper discusses the problems existing in the setting up of undergraduate courses for preschool education in Tibetan colleges and universities. This paper is divided into four parts: the first part is the introduction, including the background of this study, the definition of relevant concepts, the review of the research. Research methods and significance. The second part is the theoretical basis and practical requirements for the curriculum setting of the undergraduate major of preschool education in Tibetan colleges and universities. The curriculum of this specialty of preschool education in Tibetan colleges and universities must be based on philosophy. On the basis of social and psychological theories, At the same time, it is also necessary to conform to the practical requirements of the professional development of preschool teachers and the reform of preschool education in Tibet. The third part is the research on the present situation and problems of undergraduate courses of preschool education in Tibetan colleges and universities. Text Analysis of undergraduate Education Program for Pre-school Education, Combined with questionnaire survey and individual interviews, this paper points out that the problems existing in the curriculum setup of preschool education major in Tibetan universities are: the single type of general education curriculum, the lack of characteristics of public elective courses, and the large proportion of art courses. The proportion of educational theory curriculum and educational teaching method curriculum is relatively low. The 4th part is the countermeasure and suggestion to perfect the curriculum of preschool education specialty in Tibet. The value orientation of taking student as the basis must be set up in the curriculum of undergraduate course of preschool education in Tibet. Adhering to the principle of students' professional development and inheriting traditional national culture, and attaching importance to the cultivation of students' educational practice and scientific research ability, this paper holds that Tibetan colleges and universities should develop all kinds of courses in a balanced way in the curriculum of pre-school education undergraduate courses. The content of the curriculum should show the national characteristics, the school should strengthen the management and implementation of the curriculum, and promote teachers to change the teaching methods.
【學(xué)位授予單位】：西藏民族學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G61-4;G752.3

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