基于实践统整的学前教师职前教育课程体系:问题与对策

Based on Practice Integration of the Pre-school Teachers Pre-vocational Education Curriculum System:Problems and Countermeasures

当前,实践取向已成为教师教育课程建设的基本理念,学前教师教育课程也不例外,这就需要对学前教师职前教育课程进行统整。应该说,走向实践统整既是实践取向理念的基本诉求,也是学前教育改革和发展的现实诉求,更是学前教育课程的本质要求,还是幼儿心理发展的必然要求。但反观当前的学前教师教育课程,却存在一些问题,如培养目标界定模糊,实践特质笼统隐晦;课程学时分配不当,实践课程缺乏活力;课程内容分化碎片,实践教学形同虚设;实践环节缺乏统整,经验层面低效徘徊。为此,需要通过整体设计统整路径、交互设置课程结构、突出目标实践指向、全程渗透实践内容、统整课程实践场域等措施,推进学前教师职前教育课程体系的完善。

At present, the practice orientation has become the basic idea of the curriculum construction of the teacher education, the preschool teacher education curriculum is no exception, this need to the pre school teacher pre service education curriculum. It should be said that the practice of integration is not only the basic demands of the practice oriented concept, but also the practical demands of pre-school education reform and development, but also the essential requirements of pre-school curriculum, or the inevitable requirement for the development of children＇s psychology. But in contrast, the current preschool teacher education curriculum, but there are some problems, such as the training objectives defined, practice characteristics generally obscure; inappropriate allocation of hours of courses and practice courses lack of vitality; course content differentiation fragments, the teaching practice of non-existent; practice link lack of integration, experience level inefficient wandering. To this end, it is needed to improve the curriculum system of preschool teachers＂ pre service education through the whole design of the whole system, the curriculum structure, the practice of the whole course and the practice of the whole curriculum.