基于反思性实践能力培养的学前教师教育课堂转型——基于上海实践的思考  

The Transformation of Classroom Teaching in Preschool Teacher Education on Account of the Cultivation of Reflective Practice Ability

作　　者：李林慧[1] 汤杰英 Li Linhui;Tang Jieying(College of Education, Shanghai Normal University, Shanghai 20023;Minhang Institute of Education, Shanghai 200214)

机构地区：[1]上海师范大学教育学院,上海200234 [2]上海市闵行区教育学院,上海200214

出　　处：《教育发展研究》2017年第24期51-56,共6页Research in Educational Development

基　　金：全国教育科学规划2015年度教育部重点课题"学前教师教育临床教学模式研究--以幼儿语言教育课程为例"(DIA150299)的部分成果

摘　　要：培养教师的反思性实践能力是实现基础教育课堂变革、落实核心素养培育的前提。本文从学前教育着手,基于实证数据分析了上海市学前教师的反思性实践能力现状,指出当前学前教师教育课堂面临着教学目标的转型和教学方法的转型两个挑战,并由此提出了基于反思性实践能力培养的学前教师教育课堂转型设计,包括反思性实践学力目标设计、基于协同学习的课程单元设计和基于系统化问题解决的临床学习设计。The cultivation of students＇ key competence depends on the reflective practice ability of teachers. Based on data analysis, this paper first investigated the current situation of the reflective practice ability of Shanghai preschool teachers; then pointed that there were two challenges： the transformation of teaching objective and the transformation of teaching method; finally presented the design of new classroom teaching for preschool teacher education, which including four levels of learning objectives of the reflective practice ability, course units based on collaborative learning and clinical learning based on the systematic problem solving.

关 键 词：学前教师教育 反思性实践能力 课堂转型 

分 类 号：G61-4[文化科学—学前教育学] G652.4[文化科学—教育学]