“活教师”何以养成?——“学以成童”理念下学前教育本科实践教学体系构建  

How to Cultivate“Living Teachers”:Construction of Undergraduate Practice Teaching System of Preschool Education Based on Concept of“Learning to Become Children”

作　　者：杜丽静 杨晓露 刘雄英 DU Lijing;YANG Xiaolu;LIU Xiongying(School of Teacher Education,Shaoxing University,Shaoxing,Zhejiang 312000)

机构地区：[1]绍兴文理学院教师教育学院,浙江绍兴312000

出　　处：《绍兴文理学院学报》2024年第6期59-65,共7页Journal of Shaoxing University

基　　金：浙江省哲学社会科学规划项目“公共服务优质共享下浙江省企业托育专业支持体系的构建研究”(23NDJC292YB);绍兴市高等教育教学改革项目“学以成童:基于陈鹤琴‘活教育’思想的幼儿教师培养研究”(SXSJG202139)。

摘　　要：高质量学前教育体系建构的核心是“活教师”,师范教育应孵育适宜高质量教育工作的“活教师”,依循“发现儿童、了解儿童、解放儿童、信仰儿童、变成儿童”的“学以成童”幼儿教师养成规律,建构具有“园校整合”“理实印证”“早开始、分阶段、多层次”特征的学前教育专业本科人才实践教学体系。The core of the construction of a high-quality preschool education system is“living teachers”.Education in normal universities should nurture“living teachers”suitable for high-quality education work,and build a practical teaching system for undergraduates in preschool education according to the rules of“learning to become children”,in other words,“discovering children,understanding children,liberating children,believing in children and becoming children”.The system has the characteristics of“integration of kindergarten and schools”,“corroboration of theory and practice”and“early start,multi-stages,and multi-levels”.

关 键 词：“活教师” 学以成童 实践教学 

分 类 号：G650[文化科学—教育学]