| 李兰芳,王晓丽,康 静,党爱娣.学前教育专业人才培养标准研制历程[J].陕西学前师范学院学报,2018,34(5):74-82 |
| 学前教育专业人才培养标准研制历程 |
| Study on the Development of Talent Training Standard of Preschool Education |
| 投稿时间：2017-10-20 修订日期：2017-11-05 |
| DOI：10.11995/j.issn.2095-770X.2018.05.016 |
| 中文关键词: 学前教育专业 人才培养标准 研制历程 核心素养 |
| 英文关键词: preschool education training standards development process core qualities |
| 基金项目:兰州城市学院2017年度本科教学研究项目（2017-jy-01） |
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| 摘要点击次数: 1606 |
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| 中文摘要: |
| 社会对学前教育专业人才质量的要求与高校人才培养标准之间的矛盾长期存在，学前教育专业标准化建设任务依然严峻。本研究在现象学思想和扎根理论的引领下，从“学习产出”路径出发，采用现场访谈、问卷调查的方法，以L市17所幼儿园园长为研究对象，开展学前教育专业人才培养标准的研制。结果显示：儿童知识与行为、专业理论与实践、执业能力与操作、自我发展与调适、专业情意与获得、教育研究与反思以及人文素养与拓展是当前学前教师的7大核心素养，它们是学前教育专业人才培养标准的最显著指标，对人才培养方案中的倒逼课程具有较强的解释力。得出结论：学前教育专业人才培养的关键是对学前教育专业学生核心素养的培育、培养和加强；应当对学前教育专业人才培养标准做出层级指标描述；应当对学前教育专业人才培养标准下的课程体系做出描述；应当对培养标准、教学模块与内容、实现途径与方法以及学习产出与评价等要素做出描述性解释，以细化人才培养标准实现路径。 |
| 英文摘要: |
| There is a long-standing contradiction between the quality requirement of society on preschool education professional talents and talent training standards, and the standardization construction task of preschool education is still grim. Under the guidance of the phenomenology idea and the grounded theory, from the approach of ‘learning outcomes’, this study applies the methods of field interview and questionnaire to develop the training standards for preschool education talents with principals of 17 kindergartens in L City as the research objects. The results show that children’s knowledge and behavior, professional theory and practice, practice ability and operation, self-development and adjustment, professional affection and acquisition, education research and reflection, and humanistic quality and development are the seven core qualities of preschool teachers at present, which are the most significant indicators of the training standard for preschool education, and have strong explanatory power to the curriculum in the talent training plan. It concludes that key to of preschool education is to cultivate, train and strengthen the core qualities of preschool students; the hierarchy index should be described in the training standard of preschool education; the curriculum system should be described in the training standard of preschool education professional talents; the descriptive explanations should be made on the training standard, the teaching modules and contents, the ways and methods of implementation, and the learning outcomes and evaluation, so as to refine the realization path of talent training standard. |
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