随着社会经济的发展和人口结构改变,托幼一体化已然是我国幼儿园发展的必然趋势。本文探究早期教育专业师资发现目前存在人才培养体系缺层、专业课程定位模糊、实践课程资源不足、师资力量结构失衡等问题,并就产生这些问题的根本原因进...随着社会经济的发展和人口结构改变,托幼一体化已然是我国幼儿园发展的必然趋势。本文探究早期教育专业师资发现目前存在人才培养体系缺层、专业课程定位模糊、实践课程资源不足、师资力量结构失衡等问题,并就产生这些问题的根本原因进行分析,包括身份定位不明确、准入制度不统一、专业标准不全面等。并从培养目标、课程体系、实践体系、“双师型”教师四方面提出解决现存问题的优化路径,促进托幼一体化,努力建设高素质的早期教育专业师资队伍。With the development of society and economy, as well as changes in the population structure, integrated childcare and education has become an inevitable trend for the development of kindergartens in China. This paper explores the problems in the cultivation of early education professionals, including a gap in the talent development system, a vague professional course positioning, insufficient practical course resources, and an imbalanced structure of teaching staff. The paper analyzes the root causes of these problems, including unclear identity positioning, unified entry system, and incomplete professional standards. It then proposes optimized pathways from four aspects, including cultivation objectives, curriculum system, practical system, and “double-qualified” teachers, to solve the existing problems and promote integrated childcare and education. The goal is to build a high-quality early education professional teacher team.展开更多
文摘随着社会经济的发展和人口结构改变,托幼一体化已然是我国幼儿园发展的必然趋势。本文探究早期教育专业师资发现目前存在人才培养体系缺层、专业课程定位模糊、实践课程资源不足、师资力量结构失衡等问题,并就产生这些问题的根本原因进行分析,包括身份定位不明确、准入制度不统一、专业标准不全面等。并从培养目标、课程体系、实践体系、“双师型”教师四方面提出解决现存问题的优化路径,促进托幼一体化,努力建设高素质的早期教育专业师资队伍。With the development of society and economy, as well as changes in the population structure, integrated childcare and education has become an inevitable trend for the development of kindergartens in China. This paper explores the problems in the cultivation of early education professionals, including a gap in the talent development system, a vague professional course positioning, insufficient practical course resources, and an imbalanced structure of teaching staff. The paper analyzes the root causes of these problems, including unclear identity positioning, unified entry system, and incomplete professional standards. It then proposes optimized pathways from four aspects, including cultivation objectives, curriculum system, practical system, and “double-qualified” teachers, to solve the existing problems and promote integrated childcare and education. The goal is to build a high-quality early education professional teacher team.
