中国新西兰学前教育本科课程设置比较研究——以成都大学学前教育学院和新西兰怀卡托理工学院教育学院为例  

Comparative Study on the Course Design for Preschool Education Undergraduate Program between China and New Zealand——Take the School of Early Childhood Education of Chengdu University and the School of Education of Wintec NewZealand for Example

作　　者：范勇[1] 李敏[1] 

机构地区：[1]成都大学学前教育学院,四川成都610106

出　　处：《教育与教学研究》2013年第11期124-129,共6页Education and Teaching Research

基　　金：四川省教育厅人文社会科学重点研究基地--四川省教师教育研究中心项目"本科层次幼儿教师培养的课程体系研究"(课题编号:TER2011-030)的阶段成果

摘　　要：该研究通过对成都大学学前教育学院和新西兰怀卡托理工学院教育学院学前教育本科的课程设置进行比较分析,探讨中新两国学前教育本科专业在人才培养目标、课程构成、课程目标、课程实施等方面的差异。结果显示中国学前教育本科课程设置在人才培养目标方面同新西兰相比呈现出多元性,两国课堂教学学时差异悬殊,中国学前教育本科课程门类更为复杂,课程目标达成情况不如新西兰,新西兰学前教育课程实施经验值得中国学前教育专业课程改革借鉴。This research analyzed the course design for preschool education undergraduate program between the school of early childhood education in Chengdu University and the school of education in Waikato Institute of Technology. It discussed the differences in the talents train- ing target, curriculum structure, curriculum objectives and curriculum implementation between China and New Zealand. The results show that the talents training target of presehool education undergraduate program in China is multivariate. There is a significant difference in classroom teach- ing hours between China and New Zealand. The curriculum categories of preschool education undergraduate program in China are more complex than in that in New Zealand. The outcome of curriculum objectives of preschool education undergraduate program in New Zealand is better than that in China. Therefore, educators in China can learn the experience in curriculum implementation of preschool education in New Zealand when we reform the curriculum of preschool education.

关 键 词：中国 新西兰 学前教育本科 专业课程 比较研究 

分 类 号：G642.3[文化科学—高等教育学]