幼儿教育理论学科教学法举隅——《幼儿教育学》教学例谈

Pre-school Education Theory Discipline Teaching Method Example ＂Early Childhood Science＂ Teaching Examples

长期以来，幼儿教育理论学科存在着“教师教学-言堂”“学生学习如嚼蜡”“教师从教用不上”等现象和问题，影响了学科价值的发挥和教学效果的提升，对合格幼儿教育工作者的培养及幼儿的健康成长十分不利。如何使幼儿教育理论学科走出上述境地，使其成为引领学生专业成长，有效解决教育教学实践问题的学科，方法有四：一是竭力培养学生科学的教育观念；二是全力培养学生过硬的实践本领；三是大力培养学生的“危机意识”；四是努力改革和创新学科检测模式。笔者在多年的教学实践中发现，这四条经验对提升幼儿教育理论学科的教学质量是有效的。

For a long time, Early Childhood Education Theories in the existence of ＂one person said of teaching＂ ＂student learning is boring＂, ＂Become a teacher holding a useless thing＂ and other phenomena and problems, Makes the course difficult to realize the value of, Difficult to improve the quality of teaching, Also affected the generation of qualified early childhood educators, training, Has influenced countless young children＇s healthy growth of children. How to make early childhood education theory subjects out of the situation, Lead students to become professional growth, Effectively solve the practical problems of education and teaching the subject, There are four ways： First, strive to develop the concept of scientific education of students; Second, to develop strong practical skills of students; Third, vigorously develop students ＂sense of crisis＂; Fourth, efforts to reform and innovation disciplines detection mode. Years of teaching practice, the author found, This theory of the four early childhood education experience to enhance the quality of teaching discipline to be effective.