学前教育专业全程教育实践课程的建构研究

发布时间：2018-08-09 11:27

【摘要】：高师院校学前教育专业为学前教育事业的发展培养合格的幼教师资,课程是实现培养目的的中介,全程教育实践课程作为教师教育课程有机组成部分,是实践性课程的核心部分。学前教育专业全程教育实践课程是在传统教育实习的基础上发展而来,以系统论、认知心理学和社会学习理论为基础,根据“准教师”的内部认知规律、专业成长规律、幼儿教师专业素养要求和教育事业对幼教人才的需求为导向而设置促进“准教师”专业发展的课程,“准教师”进入真实的教育情境中观摩、协助参与、实施和反思教育教学活动,依托本科人才培养方案从全程系统的视角在整个专业学习过程中渐进地设计安排教育实践课程。对全程教育实践课程的内涵、特征、理论基础和价值取向进行了梳理,本研究采用问卷调查和开放性访谈的方法,辅之人才培养方案、教育实践课程相关文件分析等,从教育实践课程的设置计划、课程目标、课程内容、课程组织与实施、课程评价五个维度对学前教育专业教育实践课程的现状进行考察分析。理清学前教育专业全程教育实践课程的理论逻辑,对教育实践课程进行现实考察分析,在此基础上进行建构探索,期望对学前教师教育课程建设具有一定的启示,为培养高素质的学前教育工作者服务。在理论分析和现实考察的基础上进行学前教育专业全程教育实践课程的建构探索。全程教育实践课程的设置计划应根据院校办学条件和具体实际情况,依托人才培养方案并从全程系统的视角,在整个学程中递进式地设置安排教育实践课程,实施过程中不断优化教育实践课程设置计划,主要有分散随机式的教育见习活动、集中体验式的教育实习活动和探究反思式的教育研习活动；全程教育实践课程目标指向学前教育专业人才培养目标,并且要体现《幼儿园教师专业标准(试行)》理念和内容要求,课程目标是“准教师”实现教育角色的转换、养成专业情感态度、提升保教能力、积累教育实践知识、初步生成教育实践智慧,并为将来从事学前教育相关工作打下基础；“准教师”在观摩阶段、协助参与阶段和全面实施阶段的全程教育实践课程内容各有所侧重和层层递进,课程内容主要划分为观察读懂幼儿、保育工作、一日生活环节教育、幼儿游戏活动、集中课程教学活动、幼儿园环境创设、幼儿园管理、家园合作和幼儿园教研活动九大课程模块,三个主要阶段课程内容都有观察理解和体悟反思相应的要求；全程教育实践课程组织与实施,强调幼教实践基地的建设、全程教育实践共同体的构建、教育实践课程科学有效的组织管理；全程教育实践课程评价,对课程评价主体、评价内容和评价方式进行理解建构。学前教育专业全程教育课程的价值主要体现在是促进“准教师”专业全面发展的应然选择,搭建幼儿教师专业学习共同体的发展平台,促进了“准教师”、幼儿园指导教师和高校指导教师共同发展。顺应了学前教育专业教育实践课程的改革走向,促进学前教师教育课程结构体系的优化整合。最后对本研究进行总结,反思其存在的问题与不足,明晰在后续研究中努力改进的风向。
[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.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G652.4

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