学前教育本科全程实践培养模式改革:动因、核心举措与挑战

Training Mode Reform of Whole-process Practice for Preschool Education Undergraduate:Motivation,Core Measures and Challenge

为了解决学前教育本科毕业生实践能力偏弱的问题,本专业经过长期探索构建了“四阶段、四维度、六模块”全程实践培养模式,并借鉴“产出导向”理念确立了全程实践各个环节对专业培养目标、毕业要求的具体支撑关系。全程实践在幼儿园进行,大学和幼儿园组成实践共同体,借助“课题带动”、“案例教学”等方法,不断促发本科生的专业情感,提升他们的实践意识和实践能力。不过,受学前教育实践发展薄弱、大学幼儿园合作缺乏制度保障、高校评价忽略实践性指标等因素的影响,全程实践培养模式改革也面临着各种挑战。

In order to solve the problem of weak practical ability of preschool education graduates,we has constructed whole-process practice training mode of“four stages,four dimensions and six modules”through longtime exploration,then established concrete support relations between each whole-process practice link and professional training objectives and graduation requirements based on the concept of“outcomes-based Education”.The whole-process practice training is carried out in kindergarten.The university and the kindergarten form a practical community,with the help of“research project driving”,“case Teaching”and other training strategies,constantly promote the positive professional feelings of undergraduates,and improve their practice awareness and practice ability.However,the reform of whole-process practice training is also facing various challenges due to the weak development of preschool education practice,the lack of institutional guarantee for university-kindergarten cooperation,and the neglect of practical indicators in university evaluation.