学前教育专业师范生创新素养:理论内涵、构成要素与培育路向  

Innovation Literacy of Normal University Students Majoring in Preschool Education:Theoretical Connotations,Constituent Elements,and Cultivation Paths

作　　者：蔡云 鲍亚 Cai Yun;Bao Ya(College of Preschool Education,Qilu Normal University,Jinan 250200,China)

机构地区：[1]齐鲁师范学院学前教育学院,山东济南250200

出　　处：《齐鲁师范学院学报》2024年第2期17-25,共9页Journal of Qilu Normal University

基　　金：教育部人文社会科学研究青年基金项目“新时代师范生创新素养构成及培育策略研究”(项目批准号:22YJC880003)。

摘　　要：高校学前教育专业是培养幼儿教师的主渠道,肩负着培育高素质创新型幼儿教师的重任,加快提升学前教育专业师范生创新素养已成为时代课题。推动学前教育专业师范生创新素养培育,要在厘清学前教育专业师范生创新素养理论内涵、构成要素的基础上,系统阐释加强学前教育专业师范生创新素养培育的必要性,以人类发展生态学为理论视角,从微观系统、中间系统、外系统和宏观系统着手,找寻学前教育专业师范生创新素养培育实践进路。Universities'preschool education majors serve as the main channel for nurturing preschool teachers and bear the responsibility of cultivating high-quality,innovative preschool teachers.Accelerating the enhancement of the innovation literacy of normal university students majoring in preschool education has become an important issue of the times.To promote the cultivation of innovation literacy among the normal university students majoring in preschool education,it is necessary to clarify the theoretical connotations and constituent elements of innovation literacy among these normal university students.This paper systematically illustrates the necessity of strengthening the cultivation of innovation literacy among the normal university students majoring in preschool education,adopting the theoretical perspective of human development ecology,and examining the practice routes of cultivating innovation literacy among these normal university students from micro-systems,meso-systems,exo-systems,and macro-systems.

关 键 词：创新素养 学前教育 人类发展生态学 

分 类 号：G4[文化科学—教育学] A[文化科学—教育技术学]