“全实践”教学体系的优化策略研究——以H学院学前教育本科专业为例  

The Optimization of the “Comprehensive Practice” Teaching Method:Based on the Preschool Education of the H Institute

作　　者：余致静[1] 徐丹[1] 

机构地区：[1]浙江师范大学杭州幼儿师范学院,浙江杭州310012

出　　处：《浙江外国语学院学报》2014年第6期99-105,共7页Journal of Zhejiang International Studies University

基　　金：浙江师范大学教育管理研究项目(JYGL201325)的资助

摘　　要："全实践"教学体系是基于教师教育发展的国际背景,在本科教育实践经验的基础上提出的以促成幼儿教师专业养成、培养反思性幼儿教育实践者为目标的实践教学体系。其实际运行过程尚存局限,如导师制的功能发挥个体差异较明显、课堂理论教学与实践教学时间分配有待调整、课程理念对实践的引领作用未能充分发挥、实践者的主体反思性意识不明确等。基于此,结合H学院的实际情况,对现行"全实践"教学的实施与管理提出优化建议,包括完善"导师制"管理机制、合理调整实践时间比重、建立促进理论与实践相互渗透的工作机制、强化实践主体的反思性意识。The ＂ Comprehensive Practice ＂ is put forward against the background of the rapid development of teacher education internationally.The target is to cultivate reflective preschool education practitioner on the basis of undergraduate education practice.The author has identified some problems and limitations through the actual operation.The function of tutor system reflects an obvious difference.The time allocation of classroom theory teaching and practice teaching can be adjusted.The contact theory teaching and professional practice are not connected. Practitioners lack of self exploration in reflective practice. Therefore, strategies are proposed, including improving the tutorial management system, formulating proportion of establishing reasonable practice time, setting up a working mechanism to promote the seepage of knowledge and practice and strengthening the subject consciousness of reflective practice.

关 键 词：全实践 学前教育专业 优化 

分 类 号：G615[文化科学—学前教育学]