| 崔霞丽.学前教育专业融合教育课程发展现状分析——基于我国6所高校调查[J].陕西学前师范学院学报,2024,40(6):62-69 |
| 学前教育专业融合教育课程发展现状分析——基于我国6所高校调查 |
| （Department of Preschool Education， Hefei Preschool Teachers College， Hefei 230000，China） |
| 修订日期：2024-04-30 |
| DOI：10. 11995/j. issn. 2095-770X. 2024. 06. 008 |
| 中文关键词: 学前教育 融合教育课程 学前融合教育 |
| 英文关键词: preschool education integrated education curriculum integrated preschool education |
| 基金项目:安徽省教育厅科学研究项目（人文社科）重点项目（sk2021A0911）；安徽省教学研究项目（2021jyxm1291） |
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| 中文摘要: |
| 为探讨我国学前教育专业融合教育课程现状及存在的问题，以我国6所在学前教育专业开设融合教育课程的、具有代表性的高校为对象，分析其学前教育专业人才培养方案、融合教育相关课程的课程大纲，访谈相关课程的主要授课教师。结果发现：融合教育相关课程缺乏稳定性；课程目标与融合教育教师的实际需求存在偏差；课程内容方面并没有统一的标准，缺乏操作性、技能性知识；课程的实施与评价重理论轻实践。主要教育建议：完善课程结构，课程目标立足于融合教育教师本质角色，统一规范课程内容并增加技能型内容，课程实施与评价以实践为导向。 |
| 英文摘要: |
| In order to explore the current situation and existing problems of integrated education curriculum for preschool education majors in China， this paper takes 6 representative colleges and universities that offer integrated education courses for preschool education majors in China as objects， analyzes their talent training programs for preschool education majors and curriculum outlines of integrated education-related courses， and interviews the main teachers of relevant courses. The results show that the courses related to integrated education lack stability; There is a deviation between the curriculum objectives and the actual needs of teachers in integrated education; There is no unified standard in the content of the course， lack of operational， technical knowledge; The implementation and evaluation of the curriculum emphasize theory rather than practice. Based on this， some suggestions are put forward， such as improving the curriculum structure， basing the curriculum objectives on the essential role of integrated education teachers， unifying and standardizing the curriculum content and increasing the skill-based content， and taking the curriculum implementation and evaluation as practice-oriented. |
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