职业院校学前教育专业教学模式思考  

Thinking on the Teaching Mode of Preschool Education in Vocational Colleges

作　　者：吉利[1] 王俞 JI Li;WANG Yu(Beijing Academy of Educational Sciences,Beijing 100036,China;Beying Institute of Economics and Management,Beijing 100102,China)

机构地区：[1]北京教育科学研究院职业教育研究所,北京100036 [2]北京经济管理职业学院外语与学前教育学院,北京100102

出　　处：《北京经济管理职业学院学报》2021年第3期57-62,共6页Journal of Beijing Institute of Economics And Management

基　　金：2018年北京市职业教育教学改革项目“借鉴澳大利亚TAFE模式构建职业教育人才培养国际化标准体系的探索与实践”(2018-177)。

摘　　要：职业院校学前教育专业仍存在教学核心理念形式化、课程设置学科化、教学内容理论化、教学评价单一化等问题,借鉴澳大利亚TAFE模式经验,在本土化实践中,探索总结出"以幼儿发展为核心理念,基于岗位能力的模块化课程体系、重实践的教学体系、能力本位考核评价体系"于一体的"一核三维"教学模式,为探索体现北京特色、职教特点和幼师特性的学前教育专业教学模式改革提供了参考框架。The preschool education majors in vocational colleges still have problems such as formalization of core teaching concepts,subject-oriented curriculums,theoretical teaching contents,and simplification of teaching evaluation.Drawing lessons from Australia’s TAFE teaching model experience,this article explores and sums up the concept of"taking childhood development as the core,building post-ability based modular curriculum system,practice-oriented teaching system,and ability-based assessment and evaluation system"in the localization practice.The teaching model provides a reference frame for exploring the reform of preschool education professional teaching model that reflects Beijing’s characteristics,vocational education characteristics and the characteristics of kindergarten teachers.

关 键 词：澳大利亚TAFE模式 学前教育专业 教学模式 

分 类 号：G712.0[文化科学—职业技术教育学]