超越技术理性 培育生命之师——学前教育本科专业人才培养改革探索  

Beyond the Technological Reason to Cultivate the Caring Life Teachers——Exploration on the Reform of Talent Training in Preschool Education

作　　者：范勇[1] 刘先强[1] 李敏[1] 何叶[1] 蒲永明[1] 

机构地区：[1]成都大学师范学院,四川成都610106

出　　处：《教育与教学研究》2017年第6期74-79,共6页Education and Teaching Research

基　　金：四川省首批卓越教师培养计划改革试点项目"‘四有’幼儿教师培养综合改革"(2015;序号:18)

摘　　要：技术理性主义取向下的学前教育本科专业人才培养普遍存在定位不准、课程与教学改革滞后、协同育人乏力等重大问题。成都大学将幼儿教师角色定位为"生命之师",基于对教育家型幼儿教师成长机制的把握,以"有理想信念、有道德情操、有学识能力、有仁爱之心"的人才培养标准为导向,编制学前教育本科模块化课程框架和全程化实践体系,推进团队化教学及实施混合式学习的教学改革,同时构建"四位一体"的协同育人保障机制,为实现教师教育生命价值的回归进行探索。There are many problems in the training of preschool education major under the orientation of technological rationalism,such as the inaccurate positioning,the lag of the reform of curriculum and teaching,and the lack of cooperative education. Through the study on the theory of kindergarten teachers role is ＂caring life teachers＂, based on the grasp of the educator type kindergarten teacher growth mechanism, attempts to take the ＂have ideal faith,have moral sentiment,have knowledge and ability ,have benevolence＂ to talent training standards oriented, comp＇ding modular curriculum framework and integrated practice system, to promote the team teaching and implementation of teaching reform of blended learning, build collaborative education guarantee mechanism of ＂four in one＂, to achieve the return of the life value of teachers education.

关 键 词：技术理性 生命之师 学前教育 教学改革 

分 类 号：G659.21[文化科学—教育学]