共生理论视域下高职学前教育专业人才培养路径研究  

Research on Talent Training Path of Higher Vocational Preschool Education Students in the Perspective of Symbiosis Theory

作　　者：姚敏 YAO Min(Taiyuan Preschool Teachers College)

机构地区：[1]太原幼儿师范高等专科学校,山西太原030027

出　　处：《教育理论与实践》2022年第12期24-27,共4页Theory and Practice of Education

基　　金：山西省哲学社会科学研究规划(一般)课题“山西省公办幼儿园非在编教师政府购买教育服务的制度支持研究”(课题编号:2021YY089)的阶段性研究成果。

摘　　要：师资队伍建设是学前教育体系中的薄弱环节。高职学前教育专业人才培养多主体“共生性”和多体系“共赢性”的实践逻辑,与共生理论的理论逻辑具有较强的耦合性。高职学前教育人才培养应透过共生理论视域,探讨政府、高职院校、幼儿园、本科院校协同育人的共生系统,建构提质培优——教学理念、多维空间——教学场域、协同育人——教学机制、双元融合——教学主体、整合重构——教学内容、四阶递进——教学实践的人才培养路径。The construction of teaching staff is a weak link in the preschool education system.The practical logic of multi-agent“symbiosis”and multi-system“win-win”in the training of preschool education professionals in vocational colleges is strongly coupled with the theoretical logic of symbiosis theory.Through the perspective of symbiosis theory in the talent training of preschool education in vocational colleges,we should explore the symbiosis system of collaborative education among government,vocational colleges,kindergartens and universities,and construct such talent training paths as the teaching concept of quality improvement and excellence,the teaching field of multi-dimension space,the teaching mechanism of collaborative education,the teaching subject of dual integration,the teaching content of integration and reconstruction and the four-step progressive teaching practice.

关 键 词：共生理论 高职 学前教育专业 人才培养 协同联动 教学理念 教学场域 教学机制 教学主体 教学内容 

分 类 号：G719.21[文化科学—职业技术教育学]