摘要
美国高校学前教育专业本科课程设计有两大特色，一是“扎实”，一是“联通”。“扎实”表现在学与教两个方面：从学的意义上来说，主要有三个表现，即大量的个体阅读与思考、充分的小组讨论与学习、累积的综合成绩与学分；从教的意义上来说，“扎实”表现为三个方面，即精心选择的主题性阅读材料、问题导向的阅读指导与操作方案、充分的课堂及课后学习支持。“联通”意识主要表现为三个主要的制度设计：“特殊朋友”制、“学生教师”制、“志愿者”制。借鉴美国高校学前教育专业本科课程设计理念，作者认为我国高师学前教育专业课程设计应建立开放性选课体系、增加基础性阅读与延伸性阅读、建构有效的学习小组、建构多元的课程实践渠道、增强服务社会的实践意识。
Two of the main characteristics of America＇s undergraduate curriculum of preschool education major are ＂solidness＂ and ＂uni-communication＂. The former is demonstrated in both learning and teaching. In learning, it is shown in 3 aspects： abundant independent reading and thinking, plenty of group discussion and study and cumulative achievement and credits. In terms of teaching, there are also 3 aspects, namely, well-chosen theme of reading material, problem-oriented reading instruction and operation of the program, adequate classroom and after-school learning support. And ＂Uni-communication＂ consciousness includes 3 system designs： Special Friend system, Student Teacher system and Volunteer system. In view of American experience, the author proposes that we should establish an open class selecting system, increase basic reading and extended reading, build effective learning groups and multiple practicing channels and enhance the awareness of social service.
出处
《幼儿教育（教育科学）》
2010年第4期37-41,共5页
Early Childhood Education(Educational Sciences)
关键词
扎实
联通
课程设计
学前教育
solidness
uni-communication
curriculum design
preschool education
