基于OBE理念的学前教育专业实践课程重构  

The Reconstruction of Teaching Practicum in a Preschool Teacher Education Program: Based on OBE Concepts

作　　者：李林慧[1] 钱源伟[2,3] Li Linhui;Qian Yuanwei(Early Childhood Education College,Shanghai Normal University,Shanghai 200234;School of Education,Shanghai Normal University,Shanghai 200234;Department of Education,Shanghai Aurora College,Shanghai 201908)

机构地区：[1]上海师范大学学前教育学院,上海200234 [2]上海师范大学教育学院,上海200234 [3]上海震旦职业学院教育学院,上海201908

出　　处：《教育发展研究》2022年第6期24-30,共7页Research in Educational Development

基　　金：2018年度上海市哲学社会科学规划教育学一般项目上海市教委重点项目“高职院校学前教育专业实训机制创新的实践研究”(A1811)的部分成果。

摘　　要：师范生教育实践是当前教师培养的薄弱环节,在师范专业认证的背景下,基于成果导向教育理念重构学前教育专业实践课程,是解决现有实践体系存在的各种问题、提升学前教师培养质量的有益探索。本文首先基于OBE理念的内涵与课程设计原则反思学前教育实践课程现状;然后分别从对标毕业要求构建纵向连贯的课程目标、支撑课程目标构建逐步深入的课程内容、助推能力升级构建轮转浸入式的课程实施,以及形成质量闭环构建持续改进的课程评价等方面阐述实践课程的重构;最后指出学前教育专业实践课程重构的难点问题并提出相应对策。Teaching practicum is a weak link in teacher education programs. With the background of national normal professional certification, to rebuilt the teaching practicum in a preschool teacher education program based on OBE concepts could be helpful for exploring the resolution of problems existing in the teaching practicum, and for promoting the quality of teacher education. In this paper, first the problems existed in teaching practicum were reflected within the framework of OBE concepts.Then, the four aspects of the teaching practicum reconstructed based on OBE concepts were introduced: the objectives that supporting the requirements of graduation and upgrading the level gradually;the contents that supporting the objectives and deepening the learning gradually;the mode of organizing that spirally immersing into sites of practice and supporting the success of learning;and the evaluation that in a quality circle and aiming for continuous improvement. At last, the difficulty needed to be solved and the possible solutions were proposed.

关 键 词：OBE理念 学前教育 实践课程 

分 类 号：G61-4[文化科学—学前教育学] G652.3[文化科学—教育学]