本科学前教育专业实践教学模式的反思与重构——基于澳、德、英三国实践教学模式启示  

The Reflection and Reconstruction of the Professional Teaching Mode of Education——Based on the Practice Teaching Model of Australia,Germany and England

作　　者：李雪艳[1] 张文丽 

机构地区：[1]吉林师范大学教育科学学院

出　　处：《通化师范学院学报》2017年第12期109-114,共6页Journal of Tonghua Normal University

基　　金：吉林省教育科学"十二五"规划课题(GH14195)

摘　　要：在我国大学转型的背景下,应用型学前教育专业成为比较热门专业,其实践教学更值得关注.澳大利亚、德国、英国三国的实践教学形成了比较成熟模式,既有个性特征,又有共性特征.通过对其个性与共性特征的梳理,为我国学前教育专业实践教学的发展提供了一定的借鉴与启示.通过理清纵向横向,加强系统联系;优化课程设置,开展分层教学;做好未来规划,促进持续发展,进而重构我国对学前教育专业实践教学模式.University under the background of transition in our country, applied preschool education become more popular major, the practice teaching deserves more attention.In earnest study in Australia, Germany, Britain, on the basis of education practice, the development of the preschool education specialty practice teaching provides a certain reference and enlightenment： clarify the longitudinal transverse, strengthen the system; Optimization of the curriculum, to carry out the stratified teach- ing;Do a good job in the future planning, and promote the sustainable development.Expectation of preschool education professional practice teaching development has certain he

关 键 词：实践教学 TAFE教学模式 双元制模式 三明治模式 共性特征 模式重构 

分 类 号：G610[文化科学—学前教育学]