| 余 璐1，陈慕轩2，周梦杰3，苏晓晨1.议题式教学提升学前教育师范生职业认同的逻辑架构与应用探索[J].陕西学前师范学院学报,2025,41(5):47-57 |
| 议题式教学提升学前教育师范生职业认同的逻辑架构与应用探索 |
| The Logical Framework and Application Exploration of Argumentation eaching in Enhancing the Professional Identity of Preschool Education Students |
| 投稿时间：2025-03-11 |
| DOI：10. 11995/j. issn. 2095-770X. 2025. 05. 005 |
| 中文关键词: 议题式教学 职业认同 学前教育师范生 逻辑架构 应用探索 |
| 英文关键词: argumentation teaching professional identity preschool education students logical framework application exploration |
| 基金项目:国家社科基金社会学青年项目（22CSH027） |
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| 摘要点击次数: 61 |
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| 中文摘要: |
| 职业认同是学前教育师范生成长成才的内源动力，教学是职业认同养成的关键场域。专业教育和思政教育割裂、课程内容与教育实践疏离、教学方法单一、教学评价滞后等使教学有效性备受诘问，导致学前教育师范生职业认同较低、从教意愿薄弱。议题式教学在目标设计上体现育人与育才相统一，在内容组织与实施评价方面体现学科逻辑与实践逻辑并行、学生中心与技术赋能并进、学习性评价与学习化评价结合，助力学前教育师范生职业认同的培养。研究发现：高校学前教育专业开展议题式教学后，数据表明师范生职业认同的后测显著高于前测和对照组。学前教育师范生职业认同的养成教育非一日之功，应重视顶层设计，从全局视角规划职业认同与相关毕业要求的支撑体系，在真实教育议题的审思中重塑职业认同，以迭代递进式教学强化师范生的认同自觉，并构筑评价监测循环，持续推进教学质量提升。 |
| 英文摘要: |
| Professional identity is the intrinsic driving force for the growth and success of preschool education students, and teaching is the key field for the cultivation of professional identity. The separation of professional education and ideological and political education, the alienation of curriculum content and educational practice, the singularity of teaching methods, and the lagging of teaching evaluation have all led to the questioning of teaching effectiveness, resulting in low professional identity and weak willingness of preschool education students to teach. Argumentation teaching embodies the unity of educating people and educating talents in goal design. In terms of content organization and implementation evaluation, it embodies the parallel of subject logic and practical logic, the parallel of student center and technology empowerment, the combination of learning-oriented evaluation and learning-based evaluation, and helps the development of preschool education students’ professional identity. The research finds that after carrying out argumentation teaching in preschool education major of a university, the post-test of professional identity of normal students is significantly higher than that of the pre-test and the control group. The research conclusion is that the cultivation of professional identity of preschool education students is not achieved overnight. The top-level design should be emphasized to plan the support system for professional identity and related graduation requirements from a global perspective, to reshape professional identity in the reflection of real education issues, to strengthen pre-service teachers’ self-awareness of their identity through iterative and progressive teaching, and to construct a cycle of evaluation and monitoring to continuously promote the enhancement of the quality of teaching and learning. |
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