以反思能力为导向的C-USK实践教学模式探析--以学前教育专业为例

An Exploration of Reflection Ability Oriented C-USK Practice Teaching Mode--Taking pre-school education as an example

现实中大多数学前教师教育培养模式缺乏对“实践反思能力”的重视。课题组借助《幼儿园游戏理论与实践》课程进行试验,为“以反思能力为导向的C-USK学前教育专业实践教学模式”的建构提供了实践基础与理论前提。通过研究,课题得出以反思能力为导向的C-USK学前教育专业实践教学模式,该模式通过高校(U)与幼儿园(K)之间与学生(S)形成教学共同体,围绕课程核心经验(C)协同指导实践反思能力形成的过程要素,以“聚焦课程核心经验”为实施内容;以“凸显学生实践反思能力的自我建构”为实施方式;以“借鉴‘档案袋’的形式”为评价方式;以“实现时空保障”为实施保障条件,不断促进学生实践反思能力的发展。

In reality,most training models of pre-school teachers’education is short of paying attention to“the practical reflection ability”.The project team took the curriculum of“pre-school children’s game”as experimental object which provides a practical basis and theoretical premise to the construction of“C-USK Pre-school Education Normal Students’Practice Teaching Mode which is Reflection ability-oriented”Through the research of the subject,we concluded“C-USK Pre-school Education Normal Students’Practice Teaching Mode which is reflection ability-oriented”.This model implements by forming a teaching community which includes the university,the kindergarten and the student.The university and the kindergarten guide the process factors which shaped practical reflection ability,taking“focus on core experience of the curriculum”as implementation content;taking“to highlight self-construction of student’s practical reflection ability”as implementation way,taking“learning a form of‘portfolio assessment’”as implementation evaluation;taking"provide space-time protection"as security conditions of the implementation,continuously promoting the development of students'practical reflection ability.