| 李兰芳.基于“OBE”理念的学前教育专业课程大纲研制
——以“学前儿童观察与评价”课程为例[J].陕西学前师范学院学报,2020,36(2):8-16 |
| 基于“OBE”理念的学前教育专业课程大纲研制
——以“学前儿童观察与评价”课程为例 |
| Research and Development of Course Syllabus for the Preschool Education Major Based on“OBE” Concept—A Case Study of the Course of Observation and Evaluation of Preschool Children |
| 投稿时间：2019-11-21 修订日期：2019-12-03 |
| DOI：10. 11995/j. issn. 2095-770X. 2020. 02. 002 |
| 中文关键词: “OBE”理念 学前教育专业 课程大纲 研制 |
| 英文关键词: “OBE” concept preschool education course syllabus research and development |
| 基金项目:甘肃省教育科学“十三五”规划2019年度规划课题(GS[2019]GHB2024) |
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| 中文摘要: |
| 在专业认证大背景下，学前教育专业建设正在“学生中心，产出导向，持续改进”核心理念的指引下如火如荼地展开，课程作为专业人才培养的核心要素，改革正当其时。传统教学大纲长期存在的问题主要表现在四个方面：教师为本，抑制学生学习自觉性；理论为主，忽视实践性知识的价值；课程交叉重叠，干扰学生知识体系的整体架构；不同性质课程间缺乏呼应，影响学生综合素质提升。应当在“OBE”理念引领下，科学架构课程大纲，清晰描述课程性质，准确定位课程目标，分析组织模块化课程教学内容及技能点，改革课程教学方法，变革课程评价体系，使各门课程的贡献度最大化，期待在不断更新、合理整合和灵活实施的动态操作中，发挥课程在人才培养中的应有功能。 |
| 英文摘要: |
| With the advent of professional accreditation, the construction of preschool education major is now in full swing under the guideline of the “Student-Centered, Output-Oriented, and Constant Improvement” core concept. As the core of professional talent training, course reforms should be treated as priority tasks. The long-standing problems found in traditional syllabi are manifested in the following four aspects: first, teacher-orientation, which restrains the students’ self-awareness in learning; second, tendency of theory priority, which neglects the value of practical knowledge; third, the intermingling and overlapping of the courses, which interrupts the overall framework of students’knowledge system; fourth, the lack of correlation among different courses, which obstructs the improvement of students’ comprehensive quality. Hence,it is necessary to construct the course syllabus scientifically, to describe the course nature clearly, to pinpoint the course objective accurately, to analyze the content and key skill points for the teaching of organizational & modular course, to reform teaching methods and course evaluation system, to maximize the contribution of each course, in the hope of giving full play to the courses’ potential in the cultivation of talents via dynamic means with the characteristic of constant upgradation, reasonable integration, and flexible implementation. |
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