学前教育专业本科毕业生对专业课程设置的评价研究——以N师范大学学前教育专业课程方案优化改革为背景  

On the Evaluation of Curriculum Setting by Undergraduates Major in Preschool Education:In the Backdrop of the Curriculum Program Optimization Reform of Preschool Education Major of N Normal University

作　　者：张金梅[1] 

机构地区：[1]南京师范大学教育科学学院

出　　处：《幼儿教育（教育科学）》2013年第12期30-35,共6页Early Childhood Education(Educational Sciences)

基　　金：南京师范大学教学改革项目的研究成果之一,项目编号:1812200009095

摘　　要：本研究从学生评价的视角探讨学前教育本科专业的课程设置问题。研究者分别选取N师范大学学前教育专业2010届和2012届本科毕业生．调查他们对专业课程设置的看法。调查发现，N师范大学学前教育专业的课程方案优化改革已初见成效．主要表现为，与2010届相比，2012届毕业生对专业课程设置的总体满意度以及对教育实践课设置的满意度有所提高．并且他们认为自己在教学实践和观察与研究儿童的行为两方面的专业素养和能力有所提高。与此同时，接受调查的毕业生表示专业课程设置对实现个人专业发展目标的帮助程度还有待继续增强。和2010届类似，2012届毕业生对专业技能课的满意度仍然偏低，还认为选修课的选择范围偏小。据此，研究者综合学科逻辑体系和学生学习需要两方面特点，对学前教育专业课程设置提出了进一步的改革建议。This study explores the curriculum setting for undergraduate preschool education major from the view of student evaluation. The author investigated two groups （Class 2010 and Class 2012） of students＇ opinion on N Normal University curriculum for preschooi education major. The results show that the optimization reform of N Normal University curriculum for preschool education major has brought some initial effect, which is shown mainly by students＇ overall satisfaction with the curriculum setting and a slight increase in their satisfaction with teaching practice curriculum. Students believe they have improved in teaching practice, and observing and researching children＇s behavior. And also, students investigated think that the curriculum should play a more important role in helping them reach their goals in their future career. What should be mentioned is that students＇ satisfaction with teaching skill courses is still relatively lower, and the number of selective courses is too small. Based on this study, the author, combing logic system of preschool education and students learning needs, put forward some suggestions for the further reform of curriculum setting for preschool education n^jor.

关 键 词：学前教育专业 本科毕业生 专业课程设置 课程设置改革 

分 类 号：G615[文化科学—学前教育学]