学前教育专业学生见习有效性的提升策略——基于师生角色阶段性差异的角度

On the Strategies for the Improvement of Probation Effectiveness for Students Majoring in Preschool Education

由于学前教育专业学生参与见习的积极性偏低、前期准备不充分,加之见习管理与课程体系不完善,导致见习目的及任务不明确、见习多是简单重复劳动、收获有限。提高学前教育专业学生幼儿园见习的有效性,需要带队教师和学生在见习前、见习中和见习后三个阶段,分别扮演好各自的角色。见习前教师是协调者和组织者,学生是预备者;见习中教师是管理者和促进者,学生是观察者和学习者;见习后教师是总结者,学生是反思者和建议者。

Due to the low motivation and inadequate preparation of students majoring in preschool education to participate in the kindergarten probation,and the imperfect management and course system in the probation,the training aims and tasks are not clear,and there has been more simple work with limited learning in the probation. To improve the effectiveness of kindergarten probation for students majoring in Preschool Education,the leading teachers and students should play their own part in three phases,i. e. Pre-probation,In-probation,and After-probation.In pre-probation,the teachers are the coordinators and organizers while students should make preparations. During the probation,the teachers are the managers and promoters,while students are the observers and learners. After the probation,the teachers should summarize the experience while the students need to reflect their experience and try to make some suggestion.