学前教育专业课程设置与岗位适应的调查分析  

Survey on Curriculum Design and Post Adaptation for Pre-school Education Majors

作　　者：马妮萝 曹能秀[2] 李建晖 MANiluo;CAO Nengxiu;LI Jianhui(School of Education,Chuxiong Normal University,Yunnan Province 675000;Faculty of Education,Yunnan Normal University,Kunming,Yunnan Province 650500;No.2 Kindergarten of Chuxiong Yi Autonomous Prefecture,Chuxiong,Yunnan Province 675000)

机构地区：[1]楚雄师范学院教育学院,云南楚雄675000 [2]云南师范大学教育学部,云南昆明650500 [3]楚雄彝族自治州第二幼儿园,云南楚雄675000

出　　处：《楚雄师范学院学报》2021年第6期107-113,共7页Journal of Chuxiong Normal University

基　　金：楚雄师范学院学术后备人才资助项目(XJRC1611)。

摘　　要：课程设置是实现人才培养目标与质量的决定性因素。笔者对楚雄师范学院2015级和2016级213名学前教育专业实习生进行了课程设置与岗位适应情况的问卷调查,调查发现,学校课程设置与社会岗位需求存在偏差,学生的实践和技能不足是岗位适应的主要困难,学生复合型的岗位需求能力相对欠缺。基于以上原因的分析,特提出以下对策:整合课程,坚持U-G-K办学模式;全程实践,调整技能课程重心;能力取向方面——创设专业品牌学习活动。Curriculum is the decisive factor for objectives and quality of graduate cultivation.The authors carried out a questionnaire survey on 213 practicing pre-school education majors of classes of 2019 and 2020 of Chuxiong Normal University regarding curriculum and post adaptation.The survey identified some existing problems:disagreement between curriculum in university and post requirements in society,difficulty for the students to adapt to the posts due to lack of practice and skill,and incapability to assume compound posts.Based on analysis of the above problems,the following solutions are suggested:1)integrating existing courses and adhering to the U-C-K teaching mode;2)adopting throughpractice in teaching and adjusting weighted skill courses;and 3)steering to the ability orientation to create brand-name professional learning activities.

关 键 词：学前教育 课程设置 岗位适应 实习 

分 类 号：G619.28[文化科学—学前教育学]