“中—高—本”院校学前教育专业课程体系衔接策略研究

发布时间：2018-04-01 18:33

本文选题：学前教育专业　切入点：课程体系　出处：《河北科技师范学院》2017年硕士论文

【摘要】：课程体系是人才培养的基础,不同层次职业院校之间课程体系的衔接是实现人才“贯通培养”的关键。按照2014年国务院《关于加快发展现代职业教育的决定》提出的“完善职业教育人才多样化成长渠道”和“在学前教育、护理、健康服务、社区服务等领域,健全对初中毕业生实行中高职贯通培养的考试招生办法”要求,加快不同层次职业院校学前教育专业课程体系的衔接已成为当前职业教育改革的重要内容。本研究在系统归纳国内外已有课程体系衔接研究成果的基础上,从职业教育管理学视角出发,遵循“从实践中来,再到实践中去”的原则,在河北省选择国家重点中职学校、国家高职示范学院和省属应用型本科院校各一所,从人才培养目标、课程设置、课程实施、课程内容、课程评价五个方面,系统调查了“中—高—本”院校学前教育专业课程体系衔接现状。基于德雷福斯技术获得模型以及泰勒课程体系理论,将知识和技能学习(传授)的循序渐进性设定为纵向体系,将其外部关联设定为横向体系,确认“中—高—本”院校学前教育专业课程体系衔接表现出“培养目标缺乏递进性,课程设置呈现重复性,课程实施呈现同一性,课程内容缺乏递进性,课程评价存在单一性”五个问题。本研究认为,当前学前教育人才职业资格尚未确立、课程标准尚未统一、课程评价缺少社会参与、教师实践能力尚需提升、实习实训基地建设仍显薄弱、区域教育投入不够均衡是导致“中—高—本”院校学前教育专业课程衔接产生问题的主要原因。本研究提出,强化不同层次职业院校学前教育专业课程体系衔接,必须遵循“目标循序渐进、内容模块化衔接、能力本位要求”等三项原则,明确培养目标、课程设置、课程内容、课程评价衔接的主要任务,采取课程开发由“块块”到“条条”,课程标准由“零散”到“统一”,课程评价由“学校”到“社会”,学分转移由“研究”到“实践”,衔接方式由“一点”到“两线”,组织形式由“单独”到“统筹”六项具体措施。
[Abstract]:The curriculum system is the foundation of talent training. The connection of curriculum system between different levels of vocational colleges is the key to realize the "continuous cultivation" of talents. According to the decision of the State Council on speeding up the Development of Modern Vocational Education in 2014, "perfecting the diversity of vocational education talents" is proposed by the State Council. Transformation of growth channels "and" in preschool education, In the fields of nursing, health service, community service, and so on, we should improve the requirements of implementing the examination and enrollment measures for junior high school graduates to carry out comprehensive training in middle and higher vocational schools. Speeding up the convergence of the curriculum system of preschool education at different levels of vocational colleges has become an important part of the current vocational education reform. Starting from the perspective of vocational education management, following the principle of "from practice to practice", the author chooses a national key secondary vocational school, a national higher vocational model college and a provincial applied undergraduate college in Hebei Province. From five aspects of talent training goal, curriculum setup, curriculum implementation, curriculum content, curriculum evaluation, Based on Dreyfus technology acquisition model and Taylor's theory of curriculum system, this paper systematically investigated the current situation of curriculum system convergence of pre-school education major in "middle-high school" colleges and universities, based on Dreyfus technology acquisition model, The gradual learning of knowledge and skills (imparting) is set as a vertical system, and the external relation is set as a horizontal system. It is recognized that the convergence of the curriculum system of preschool education major in middle and high school shows that the training goal is not progressive. There are five problems: repeatability of curriculum setup, identity of curriculum implementation, lack of progressive curriculum content, and singularity of curriculum evaluation. The present study holds that the professional qualification of preschool education talents has not been established, and the curriculum standard has not yet been unified. The curriculum evaluation lacks social participation, teachers' practical ability still needs to be improved, and the construction of practical training base is still weak. The imbalance of regional education investment is the main cause of the problems in the connection of preschool education courses in the "medium and high" colleges and universities. This study proposes to strengthen the convergence of the curriculum system of preschool education major in different vocational colleges and universities. We must follow the three principles of "gradual progress of goal, modularization of content and requirement of ability standard", and make clear the main tasks of training goal, curriculum setting, curriculum content and curriculum evaluation convergence. Adopt curriculum development from "block" to "strip", curriculum standard from "scattered" to "unified", curriculum evaluation from "school" to "society", credit transfer from "research" to "practice", connecting way from "a little" to "two" Line ", the organization form from" alone "to" overall planning "six specific measures.
【学位授予单位】：河北科技师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G642.3;G61-4

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