高职院校课程评价改革的行动研究——以学前教育学为例

Action Research on Curriculum Evaluation Reform in Higher Vocational Colleges——Taking Preschool Pedagogy As an Example

学前教育学作为学前教育专业师范生培养的核心课程,在其专业理念的养成、专业知识的建构以及专业技能培养中发挥着重要作用。但其课程评价却存在主体单一,评价取向“重目标、轻过程、忽视主体”,评价方法“重量化、轻质性”,课程目标、内容忽视实践,课程实施忽视学生学习主动性以及环境的支持等问题。教师利用行动研究法,以研究者和教育者的双重身份介入教学,不仅改善了以上问题,而且提高了学生的学习兴趣、学习态度、课堂参与度,改善和优化了课程的目标、内容和实施,实现了教师的自我反思和专业成长。

As the core curriculum for the training of students majoring in Pre-school Education,Pre-school Pedagogy plays an important role in the development of students’professional concepts,the construction of their professional knowledge and the training of their professional skills.However,there are many problems in its curriculum evaluation,such as the single subject,the evaluation orientation of“emphasizing the goal,neglecting the process and ignoring the subject”,the evaluation method of“emphasizing quantity over quality”,the curriculum objectives and contents of ignoring practice,and the curriculum implementation of ignoring the students’learning initiative and the support of the environment.Teachers use the action research method to get involved in teaching as researchers and educators,which not only ameliorates the above problems,but also improves students’learning interest,learning attitude and classroom participation,improves and optimizes the objectives,contents and implementation of the curriculum,and realizes teachers’self-reflection and professional growth.