| 刘景超,李湘祁.专业素养”导向的学前教育专业课程体系建构——基于湖南女子学院学前教育专业课程建设的思考[J].陕西学前师范学院学报,2018,34(2):53-57 |
| 专业素养”导向的学前教育专业课程体系建构——基于湖南女子学院学前教育专业课程建设的思考 |
| Specialized Curriculum System Construction of Professionalism Oriented Preschool Education |
| 投稿时间：2017-08-08 修订日期：2017-09-06 |
| DOI：10.11995/j.issn.2095-770X.2018.02.012 |
| 中文关键词: 幼儿教师 专业素养 课程体系 课程设置 |
| 英文关键词: kindergarten teacher professionalism curriculum system curriculum provision |
| 基金项目:2016年湖南省普通高等学校教学改革项目(湘教通［2016］400号91);2015年湖南女子学院教学改革项目（HNNYJG2015007）;2015年湖南女子学院课程教学模式综合改革项目 |
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| 中文摘要: |
| 学前教育教师的“专业素养”是指职业人格特质、专业知识特质、教育实践特质及学术特质四个方面的集合体，它是一个多元复杂的结构。“专业素养”导向课程体系建构的实践逻辑是：以“专业素养”为纲，选择课程内容、整体性构建模块化的课程体系。其课程体系包括：追求博雅的通识教育课程、结合实践的专业理论课程、联系理论的全程实践课程、理论与实践共育的系统化专业技能课程，并在四类课程中反映出学前教育专业的学术性特征。各课程模块是一个交叉整合的网状结构。 |
| 英文摘要: |
| Preschool teachers' professional quality is a synthesis of the occupational personality trait, professional knowledge quality, education practical quality and academic quality，it is a multiple complex structure. The practical logic of "professional literacy" guiding curriculum system is following: Take "professional literacy" as the key link to select course contents and integrate the modular curriculum system. Its curriculum system includes that: the liberal general education curriculum, the professional theory course combining practice, the whole course of practice of contact theory and the systematic specialized skills courses that are integrated with theory and practice. In addition, the academic characteristics of pre-school education are reflected in these four courses. The above modules are a cross-integration network structure. |
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