PCK视域下高职学前教育专业教法课现存问题及对策探究——以幼儿数学活动设计与指导课程为例  

Exploration of the Existing Problems and Countermeasures of Teaching Method Course of Preschool Education Specialty in Higher Vocational Colleges from the Perspective of PCK--Taking Children's Mathematics Activity Design and Guidance Course as an Example

作　　者：杨雪萍 Yang Xueping(Zhengzhou Preschool Education College,Zhengzhou 450000,China)

机构地区：[1]郑州幼儿师范高等专科学校,河南郑州450000

出　　处：《成才之路》2022年第8期21-23,共3页Way of Success

基　　金：河南省教育科学“十三五”规划2020年度一般课题(编号:2020YB0552)阶段性研究成果。

摘　　要：教师的学科教学知识(PCK)对促进教师专业能力的发展起着至关重要的作用。当前,部分幼儿教师数学教育能力不高,这反映出幼儿教师数学领域的PCK水平不高的现实。这与幼儿教师职前的幼儿数学活动设计与指导课程的学习时数不足、教师教学理念和方法陈旧有直接的关系。保证课程授课时数、采用MPCK框架引导的教学模式,可以解决高职学前教育专业幼儿数学活动设计与指导课程教学存在的问题,提高幼儿教师的数学教育能力。Teachers'subject teaching knowledge(PCK)plays a vital role in promoting the development of teachers'professional ability.At present,the mathematics education ability of some preschool teachers is not high,which reflects the reality that the PCK level of preschool teachers in the field of mathematics is not high.This is directly related to the insufficient learning hours of preschool teachers'pre service mathematics activity design and guidance courses,and the outdated teaching ideas and methods of teachers.Ensuring the teaching hours of the course and adopting the teaching mode guided by the MPCK framework can solve the problems existing in the design of children's mathematics activities and guiding the teaching of the course of higher vocational preschool education,and improve the mathematics education ability of preschool teachers.

关 键 词：高职学前教育专业 幼儿园数学 MPCK 幼儿数学活动设计与指导课程 

分 类 号：G642[文化科学—高等教育学]