学前教育专业师范生实践性知识的学习设计——基于“I-E-O”学习评估理论

The Learning Design of Practical Knowledge for Normal University Students in Early-childhood Education--A Study Based on I-E-O Learning Assessment Theory

随着社会的发展,学前教育质量越来越受到人们的关注,我国高校的学前教育专业承担着幼儿园师资的培养重任。实践性知识作为教师专业发展的知识基础,学前师范生的实践性知识该如何习得?本文认为:学前师范生的实践性知识可以通过教育理论课程和实践课程的学习而获得,实践性知识学习本质上意味着师范生的一段学习旅程和经历,最终促进其综合实践素养的形成。依据著名学习理论专家阿斯汀的"I-E-O学习评估理论"模型,将学前师范生实践性知识学习从"意向、参与、素养"三个维度加以设计"。意向"是学习的逻辑起点",参与"是学习的过程,参与程度是学习效果的关键要素",素养"是学习的最终收获。

With the development of the society,early-childhood education becomes increasingly important and attracts more attention to the field of study.Especially in our country,it plays a key role in training pre-service teachers for kindergartens,in which practical knowledge serves as the foundation,whereas how do normal university students in early-childhood education acquire their practical knowledge?This essay holds that pre-service students in this major could grasp practical knowledge through the integrated educational theory-related curriculum and practice-based curriculum.Practical knowledge,in the essence,means a learning journey and experience to normal university students,which promotes the development of their integrated ability.According to I-E-O learning assessment model,proposed by the renowned learning theorist Alexander W.Astin.The essay classifies learning of practical knowledge of normal university students of early-childhood education into three dimensions,i.e.willingness,participation and quality.Willingness works as the logical starting point of learning;participation refers to the process of learning,in which the degree of participation is the determinant factor;while quality is the ultimate outcome of learning.