高校学前教育专业反思性实践者培养的美国经验与本土反思  

Cultivating Reflective Practitioners in Preschool Education Programs:American Experiences and Native Reflections

作　　者：李云鹏 LI Yunpeng(Shandong Women's University,Jinan,Shandong 250300,China)

机构地区：[1]山东女子学院教育学院,山东济南250300

出　　处：《现代教育科学》2021年第5期151-156,共6页Modern Education Science

基　　金：山东省社会科学规划课题“中美学前教育课程设置的比较研究”(项目编号:17CQXJ22)。

摘　　要：当前,培养反思性实践者已成为高校学前教育专业人才培养的共识。美国在如何培养学前教育反思性实践者方面积累了丰富的经验,反思性实践者成为学前教育专业培养目标的核心内容,反思性实践课程在专业学习中得到强化和落实,形成了协同合作的工作体系。我国虽然已认识到培养反思性实践者的重要性,但在教育政策中的培养目标没有得到充分落实,反思性实践课程的构建与实施没有得到足够重视,协作式人才培养工作体系还没有完全构建起来。因此,应强化落实反思性实践者的培养目标,构建理论反思与实践反思相互内嵌的课程体系,提高课程实施效度,构建培养反思性实践者的工作共同体。At present,training reflective practitioners has become a consensus in the training of preschool education professionals in colleges and universities.The United States has accumulated rich experience in how to train reflective practitioners in preschool education.Reflective practitioners have become the core content of the training objectives of preschool education majors,and reflective practice courses have been strengthened and implemented in professional learning,forming a collaborative working system.Although China has recognized the importance of cultivating reflective practitioners,the training objectives in the national standards have not been fully implemented,the construction and implementation of reflective practice courses have not been paid enough attention,and the cooperative personnel training system has not been fully constructed.Therefore,we should strengthen the implementation of the training objectives of reflective practitioners,build a curriculum system embedded with theoretical reflection and practical reflection,improve the validity of curriculum implementation,and build working community for the training of reflective practitioners.

关 键 词：高校 学前教育专业 反思性实践者 人才培养 

分 类 号：G610[文化科学—学前教育学]