《标准》背景下高职学前教育专业融合教育课程开发的探讨  

Discussion on the Curriculum Development of Integrated Education of Preschool Education Major in Higher Vocational Colleges under the Background of“Standards”

作　　者：石建宇[1] Shi Jianyu(Xiangyang Polytechnic,Xiangyang Hubei 441050,China)

机构地区：[1]襄阳职业技术学院师范学院,湖北襄阳441050

出　　处：《襄阳职业技术学院学报》2023年第2期59-63,共5页Journal of Xiangyang Polytechnic

基　　金：湖北省中华职业教育社2022年度课题“高职院校学前教育专业师范生融合教育素养培养体系构建研究”(HBZJ2022298);湖北省教育厅2021年哲学社会科学指导性项目“‘双高’建设背景下高职院校学前教育专业课程思政实践与研究”(928);2022年湖北高校省级教学研究项目“融合教育视阈下高职特殊教育专业群人才培养模式改革研究”(2022568)。

摘　　要：普通师范专业开设融合教育课程,是提升普通教师融合教育素养的重要途径,也是培养合格师范生的必备条件。《学前教育专业师范生教师职业能力标准(试行)》(2021)明确了学前教育专业师范生在融合教育素养方面的要求,高职学前教育专业专注幼儿园一线教师培养,融合教育课程开发在对接《学前教育专业师范生教师职业能力标准》的基础上,应与人才培养目标定位相呼应,课程目标突出岗位需求导向,课程内容突出工作过程导向,课程实施突出模块化教学导向,课程评价突出实践导向。The course of integrated education is an important way to improve the teachers'quality of integrated education,and also a necessary condition to train qualified normal school students.The standards for the professional competence of teachers of preschool education major(for trial implementation)(2021)clearly define the requirements of preschool education majors in integrated education.The preschool education major of higher vocational colleges focuses on the training of kindergarten teachers.On the basis of the standards,the development of integrated education curriculum should correspond to the orientation of talent training goal,the curriculum goal should be post-oriented,the curriculum content working process-oriented,and the curriculum implementation modularized teaching-oriented,and the curriculum evaluation practice-oriented.

关 键 词：高职院校 学前教育专业 融合教育课程 

分 类 号：G612[文化科学—学前教育学]