基于学前师范生职业能力提升的学业评价改革——以“幼儿园课程”为例  

Reform of Academic Evaluation Based on Improvement of Vocational Ability of Pre-school Normal Students—Taking“Kindergarten Curriculum”as an Example

作　　者：樊婷婷 Fan Tingting(School of Education Science,Xingyi Normal University for Nationalities,Xingyi 562400,China;Department of Education,Beijing Normal University,Beijing 100875,China)

机构地区：[1]兴义民族师范学院教育科学学院,贵州兴义562400 [2]北京师范大学教育学部,北京100875

出　　处：《林区教学》2023年第5期121-124,共4页Teaching of Forestry Region

基　　金：2021年贵州省教育厅高等学校教学内容和课程体系改革培育项目“基于师范专业认证的《幼儿园课程理论与实践》课程教学改革”(2021348)。

摘　　要：《学前教育专业师范生教师职业能力标准(试行)》是学前师范生职业能力评价标准制定的依据。以“幼儿园课程”为例,采用“逆向设计”的学生学业评价思路,明确该课程所能实现的学前师范生职业能力,再采用“正向施工”架起学前师范生职业能力培养与课程评价之间的贯通桥梁,通过指向培养学生职业能力的学业评价改革,引导学前师范生不断提升自身职业能力。The Professional Competence Standards for Teachers of Pre-school Education Majors(Trial)is the basis for the formulation of the pre-school normal students vocational competency evaluation standards.Taking“Kindergarten Curriculum”as an example,the idea of“reverse design”of student academic evaluation is adopted to clarify the professional ability of pre-school normal students that can be achieved by the course.Then“forward construction”is adopted to build a bridge between vocational ability cultivation and curriculum evaluation for preschool normal students.Through the academic evaluation reform aimed at cultivating students professional ability,it guides pre-school normal students to continuously improve their professional ability.

关 键 词：学前师范生 职业能力 学业评价标准 幼儿园课程 

分 类 号：G652[文化科学—教育学]