“学前教师课程创生素养”的内涵及构成要素  

Connotation and Constituent Elements of“Preschool Teachers Curriculum Creation Literacy”

作　　者：李玫倩 LI Mei-qian(Department of Education,Fujian Normal University,Fuzhou 350000,China)

机构地区：[1]福建师范大学教育学部,福州350000

出　　处：《林区教学》2022年第4期112-116,共5页Teaching of Forestry Region

摘　　要：“学前教师课程创生素养”指学前教师为发挥师幼主体地位,促进幼儿全面和谐发展,在后天的学习工作中逐渐培养起来的,依据自身知识能力特点、儿童的兴趣需要和身心发展特点、幼儿园实际情况,自觉地对整个课程运作过程进行反思批判、持续建构所必须具备的知识、意识、能力等综合性品质。“Preschool teachers curriculum creation quality”refers to the comprehensive qualities of knowledge,consciousness and ability that the preschool teachers must own.It is gradually cultivated in the learning and work in order to give play to the principal role of children and promote the comprehensive and harmonious development of children.It helps Preschool teachers consciously reflect,criticize and construct the whole course operation process according to their own knowledge and ability characteristics,children s interests and needs,physical and mental development characteristics and the actual situation of kindergarten.

关 键 词：课程创生知识 课程创生能力 课程创生意识 

分 类 号：G612[文化科学—学前教育学]