广东高职学前教育专业学生职业能力培养研究

发布时间：2018-01-11 02:00

本文关键词：广东高职学前教育专业学生职业能力培养研究　出处：《广东技术师范学院》2016年硕士论文　论文类型：学位论文

【摘要】：研究广东省高职院校学前教育专业职业能力培养途径的主要目的是为了提高高职教育培养专业化技能人才的实力,更好地发挥高职教育的育人功能和社会功能,在理论和实践上都具有一定研究价值。理论上,关于高职学前教育专业职业能力框架的研究能够丰富领域内现有的理论研究成果,为进一步完善我国幼儿园教师职业能力标准提供理论借鉴;实践上,高职学前教育专业人才培养现状的调查和广东学前教育行业人才需求现状的调查所得出的研究结果和结论对广东省内高职院校改革人才培养方式、提高学前教育专业职业能力培养的质量也具有一定的参考价值。整理分析国内外有关职业能力培养和幼儿园教师职业能力标准方面研究的成果和不足是研究广东高职学前教育专业学生职业能力培养途径的第一步。综合运用文献分析法、问卷调查法、统计分析法等研究方法展开的广东省学前教育行业人才需求调查和广东高职学前教育专业职业能力培养现状调查是分析广东高职学前教育专业职业能力培养现存问题的主要现实依据。调查结果显示,虽然广东高职学前教育专业的人才培养目标定位基本符合行业发展需求,但具体课程设计和教学实施的效果不佳,没有达到预设的职业能力培养目标,未来广东省学前教育行业的发展对幼儿园教师的需求量较大,对幼儿园教师的职业能力要求以职业情感与态度为重,其次是专业知识和专业技能,广东省内高职学前教育专业目前的职业能力培养水平尚未能满足行业期望值。因此,广东省高职院校必须尽快改善专业课程实施未满足行业职业能力需求、资格考证指导未提高学生实际职业能力、学生学习兴趣低迷不利职业能力养成的现状,以提高高职学前教育专业学生的职业能力水平。根据广东省学前教育行业发展对幼儿园教师职业能力的要求,结合我国现行的《幼儿园教师专业标准(试行)》,广东高职学前教育专业的职业能力框架可以被构建成一个包含三大模块、八小条目和大量具体职业能力要素的有机整体,而构建学前教育专业的学习领域课程体系、改进职业能力发展水平评价方式和激发高职学生的专业学习动机是高职院校帮助学前教育专业学生习得这一职业能力框架的三种途径,具体措施如下:以工作任务为基础、以校园合作为平台、以五大要素为指标,组织、实施和评价高职学前教育专业学习领域课程;采用以实践考核结合理论考试、学校考核结合行业评估、形成性评价结合总结性评价的职业能力发展水平评价方式;通过培养学生的职业认同感、营造职业化的学习氛围和发掘学生的学习兴趣点三种方式激发学生的专业学习动机。
[Abstract]:The main purpose of this paper is to improve the strength of vocational education in order to bring into play the educational and social functions of higher vocational education. In theory, the research on the professional competence framework of pre-school major in higher vocational education can enrich the existing theoretical research results in the field. To further improve the professional competence of kindergarten teachers in China to provide theoretical reference; In practice, the research results and conclusions of the investigation on the current situation of the talent training of pre-school education major in higher vocational education and the demand for talents in the pre-school education profession in Guangdong Province have made a great contribution to the reform of the talent training mode in the higher vocational colleges in Guangdong Province. It is also of certain reference value to improve the quality of professional ability training of preschool education specialty. The research achievements and shortcomings in vocational ability training and kindergarten teachers' professional competence standards at home and abroad are studied in Guangdong Province. The first step of vocational ability training for students majoring in preschool education in higher vocational colleges. Comprehensive use of literature analysis. Questionnaire survey. The investigation of the demand of pre-school education talents in Guangdong Province and the present situation of professional ability training of pre-school education in Guangdong vocational education are carried out by means of statistical analysis and other research methods. It is an analysis of the existing vocational ability training of pre-school education in Guangdong. The main realistic basis of the problem. The survey results show. Although the goal orientation of pre-school education in Guangdong vocational education is basically in line with the development needs of the industry, the effect of specific curriculum design and teaching implementation is not good, and the pre-set vocational ability training goal has not been achieved. In the future, the development of preschool education in Guangdong Province will have a greater demand for kindergarten teachers. Professional emotion and attitude are the most important requirements for kindergarten teachers' professional ability, followed by professional knowledge and professional skills. The current professional ability training level of pre-school major in Guangdong Province has not yet met the expectations of the industry. Therefore, Guangdong vocational colleges must improve the professional curriculum as soon as possible to implement the vocational ability needs of the industry. Qualification test guidance does not improve the actual vocational ability of students, students' interest in learning is not conducive to the development of vocational ability. In order to improve the professional ability of pre-school students in higher vocational education, according to the development of pre-school education in Guangdong Province, the professional ability of kindergarten teachers is required. Combined with the current professional standards for kindergarten teachers (try out), the professional competence framework of pre-school education in Guangdong can be constructed into three modules. Eight items and a large number of specific vocational ability elements of the organic whole, and the construction of preschool education major in the field of learning curriculum system. Improving the evaluation mode of vocational ability development level and stimulating the professional learning motivation of vocational college students are three ways to help pre-school education students to acquire this professional ability framework. The specific measures are as follows: based on the work task, the campus cooperation as the platform, and the five elements as the indicators, the organization, implementation and evaluation of pre-school vocational education major in the field of learning curriculum; The evaluation method of professional ability development level is the combination of practical examination and theoretical examination, school assessment and industry evaluation, formative evaluation and summative evaluation. Through cultivating students' professional identity, creating a professional learning atmosphere and exploring students' interest in learning, we can stimulate students' professional learning motivation.
【学位授予单位】：广东技术师范学院
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G712;G61-4

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