“学以成童”:学前教育专业“活课程”混合教学实践探索——以《学前教育研究方法》为例

“Learning to Be Children”:Exploration on Blended Teaching Practice of“Living Course”in Preschool Education Major:Taking Research Methods for Preschool Education as an Example

基于陈鹤琴“活教育”思想,并以学前教育专业核心课程《学前教育研究方法》为例,明确学前教育专业本科“活课程”设置,探索学前教育专业“活课程”混合教学实践,构建体用结合、可学可教可评的课程目标体系和“三立三树”思政目标、“三入一行”思政混合实施路径,以成果导向重塑课程内容两条主线,设计多维度多主体动态课程评价机制。最后,对学前教育专业“活课程”混合教学实践的成效进行验证,以课程目标达成度佐证混合教学质量,以深度学习问卷结果佐证对学生学习方式的积极影响。

Based on Chen Heqin’s educational ideology of“living education,”and taking the core course of preschool education major Research Methods for Preschool Education as an example,the study clarifies the setting of“living course”for preschool education major,explores its blended teaching practice,constructs a learnable,teachable and evaluable course objective system that combines theory and practice,constructs the ideological and political objectives of“three establishments and three set-ups”and the mixed implementation path of“three in one”.In addition,it reshapes the two main lines of the course content based on achievements,and designs a multi-dimensional and multi-agent dynamic course evaluation mechanism.Finally,the effectiveness of the blended teaching practice of“living course”for preschool education majors is verified,with the quality of blended teaching supported by the achievement of course objectives,and the positive impact on undergraduate students supported by the results of a deep learning questionnaire.