学前教育专业课程研究性学习模式构建与实践——以《学前儿童科学教育》课程为例

Construction and practice of inquiry-learning pattern of pre-school education curriculum——A case study of science education for pre-school children

近年来,高校研究性学习成为学者们的关注点,并逐步把研究焦点放在研究性学习与学科课程建设融合上,但多见于理工类课程以及公共课,研究基本基于教改实践总结,研究方法较少对比实验研究和科学数据支撑。本研究以《学前儿童科学教育课程》为例,从理论依据、学习目标、操作程序、实现条件、评价标准五个维度构建学前教育专业课程研究性学习模式,在实验班和对照班进行研究性学习模式和传统学习模式对比实验研究。通过实验数据差异检验分析,结果表明研究性学习模式学习效果明显优胜于传统学习模式,验证了学前教育专业课程研究性学习模式的有效性。

In recent years,inquiry-learning in higher education has caught wide interests,especially the integration of inquiry-learning and discipline curriculum.However,previous research mostly focused on science,engineering and public courses,basically summarizing the educational practice,and seldom used experiment and data as research evidence.This search was based on the pre-school education curriculum in Chinese higher education to build inquiry-learning patterns from five dimensions(i.e.,theoretical basis,learning objectives,operating procedures,implementation conditions and evaluation standard).Specifically,the research used an experimental method to compare the learning effects between traditional instruction and inquiry-learning in a course of"Science Education for Preschool Children".The result showed that inquirylearning was better than traditional instruction,which verified the effectiveness of inquiry-learning of preschool education curriculum.