学前教育专业学生核心素养体系模型建构——以系统论为视角

The Development of Criteria System of the Key Competencies of Preschool Education Specialized Students from the Perspective of System Theory

本研究以系统互动论为视角,结合已有文献初步建构学前教育专业学生核心素养指标体系的理论框架;通过问卷调查并辅之以深度访谈初步建构学前教育专业学生作为核心素养发展主体视角下的核心素养指标体系;继而采用修正式德尔菲法,从多方面汇总专家建议,进行讨论与修正,形成专家共识,最终确立了4项一级指标,12项二级指标和35项三级指标;最后,通过层次分析法对各项指标进行权重赋值,最终构建出比较清晰合理,完整有效的学前教育专业学生核心素养体系模型,模型整体结构呈树状组织分布,其中,学前教育专业学生核心素养是树根,一级维度的4项指标为树干,二级维度的12项指标为树枝,三级维度的35项指标为树叶,四部分互相依存,互相支撑。

From the perspective of system theory, this study preliminarily constructs the theoretical framework of the key competencies criteria system of preschool education specialized students based on the existing literature. Through questionnaire survey and in-depth interview, the core literacy index system of preschool education majors is preliminarily constructed from the perspective of students who are the subject of key competencies development. Then, by adopting the revised Delphi method, experts’ suggestions were summarized from various aspects, discussed and revised, and expert consensus was formed. Finally, 4 first-class criteria, 12 second-class criteria and 35 third-class criteria were established. Finally, through the analytic hierarchy process(AHP), the weight of each index is assigned by the analytic hierarchy process, and finally a clear, reasonable, complete and effective core literacy system model of preschool education majors is constructed. The overall structure of the model is tree-shaped organization distribution, in which the core literacy of preschool education majors is tree roots, four indexes in the first dimension are tree trunks, 12 indexes in the second dimension are branches, and 35 indexes in the third dimension are leaves, and the four parts are interdependent and support each other.