高职学前教育专业课程考核评价模式的问题与建构研究  

Research on the Problems and Construction of CurriculumAssessment and Evaluation Model for Preschool Education Majors in Higher Vocational College

作　　者：秦琦[1] QIN Qi(School of Civil Aviation,Changsha Nanfang Professional College,Changsha 410208,China)

机构地区：[1]长沙南方职业学院民航学院,湖南长沙410208

出　　处：《遵义师范学院学报》2023年第5期157-161,共5页Journal of Zunyi Normal University

摘　　要：目前,高职学前教育专业课程考核评价存在着众多问题,比如评价主体单一、评价重结果轻过程、评价缺乏激励性评价和思政评价等。文章在分析课程评价现存问题的基础上,以二十大报告思想为指导,依据新时代教育评价改革方案内容,以立德树人理念和课程思政思想为引领,结合线上线下混合式教学模式,将思政评价融入课程评价体系中,构建“1融1导-2线-3段3维-4主体-5反馈”的新型课程考核评价模式,充分发挥课程评价的激励功能,激发学生的学习动力和积极性,促进学前教育专业教师课程建设和教学质量的提升。At present,there are many problems in the assessment and evaluation of vocational preschool education courses,such as a single evaluation subject,a focus on results over processes,a lack of incentive evaluation and ideological and political evaluation.On the basis of analyzing the existing problems in curriculum evaluation,guided by the ideas of the 20th National Congress of the Communist Party of China,based on the content of the newera education evaluation reformplan,guided by the concept of cultivating moral character and ideological and political education in the curriculum,combined with a mixed online and offline teaching mode,the article integrates ideological and political evaluation into the curriculum evaluation system,constructs a new curriculum evaluation mdel of“integration-guidance-on/off-line-stages-dimensions-subjects-feedback”,fully leverages the motivational function of curriculum evaluation,stimulates students’learning motivation and enthusiasm,and promotes the construction of curriculumand the improvement of teaching quality for preschool education teachers.

关 键 词：学前教育 课程考核评价 问题 建构 

分 类 号：G718.5[文化科学—职业技术教育学]