高师学前教育本科专业课程的行动学习——以“幼儿园课程”为例  

The Action Learning of Undergraduate Professional Courses of Preschool Education in Higher Normal Colleges——A Case Study of “Kindergarten Course”

作　　者：席小莉[1] 

机构地区：[1]山西师范大学教育科学学院,山西临汾041004

出　　处：《教育理论与实践》2017年第27期47-49,共3页Theory and Practice of Education

基　　金：山西师范大学教学改革研究项目"行动学习理念下的大学生学习方式研究--以学前教育专业为例"(项目批准号:SD2014JGKT-17)的研究成果

摘　　要：学前教育本科专业课程行动学习的核心理念是基于任务的小组学习、系统的学习时空拓展、结构性质疑与反思、教师成为课程领导者。开展"幼儿园课程"行动学习,要确立立体化的课程目标,厘定单元式的课程内容,开展合作化小组学习,实施多主体与发展性课程评价。The core idea of the action learning of undergraduate professional courses in preschool education in- eludes group learning based on task, systematic expansion in learning time and space, structured questioning and re- flection and teachers as course leader. To carry out the action leaning of ＂kindergarten course＂, we should establish the three-dimensional course target, set the unit-based course content, and implement the cooperative group learning and the multi-subject and developmental course evaluation.

关 键 词：高师学前教育本科专业 行动学习 “幼儿园课程” 课程领导者 

分 类 号：G659.21[文化科学—教育学]