学前教育专业教育学课程课堂教学模式创新研究——兼论职前幼儿教师学科教学知识的意蕴与建构

Research on the Innovation of Classroom Teaching Model for Pedagogic Curriculums of Preschool Education Major——On the Implications and Constructions of Pre-service Early Childhood Teachers' Pedagogical Content Knowledge

以建构主义学习理论为依据,参照Grossman提出的教学实践任务型、探究型与动态型三个核心概念,立足于学前教育专业教育学课程课堂教学改革,探索出职前幼儿教师PCKg养成的"双五"教学模式,具体表现为"理论结构化—内容问题化—过程体验化—知识经验化—评价多元化"的教学要素,以及"理论引领—情境创设—微格设计—模拟实施—反思评价"五个彼此衔接的教学环节。实践证明,此种教学模式有益于职前幼儿教师学科教学知识的形成。

With the constructivist learning theory as the ground and according to the task-based,inquiry-based and dynamic teaching practice proposed by Grossman,the thesis probes into the ＂double five＂teaching mode developed by PCKg of pre-service early childhood teachers by basing upon the classroom teaching reform for pedagogic curriculums of preschool education major,which are specifically embodied in the five teaching elements of＂theory structurization-content problematization-process experiencing-knowledge experiencing-evaluation diversification＂and the five correlated teaching links of ＂theory leading-situation creation-micro design-simulated implementation-reflective evaluation＂.It has been proved that the teaching mode is beneficial for the pre-service early childhood teachers to form pedagogical content knowledge.