摘要
“反思性实践者”作为“卓越未来教师”的核心品质,是学前教师教育重要的培养目标。解构反思性实践者的内涵特征,探讨培养反思性实践者的难题与路径,成为当下学前教师教育研究热点。构建“三型课堂体系”,课堂教学、校园文化与社会实践循序渗透,应成为新时期学前教师教育全程、全员、全方位育人的时代特征与实践路径。
As the core quality of outstanding future teachers, "reflective practitioners" is an important training goal of preschool teacher education. To deconstruct the characteristics of reflective practitioners and explore the problems and paths of cultivating reflective practitioners has become a central issue in preschool teacher education research. The construction of the "three-type classroom system", that is, classroom teaching, campus culture and social practice interpenetrate in proper order, should become the characteristics and practice path of an all-round preschool teacher education that involves the whole process and the whole staff in the new era.
作者
尹坚勤
田燕
陈华
Yin Jianqin;Tian Yan;Chen Hua
出处
《江苏高教》
CSSCI
北大核心
2019年第12期49-54,共6页
Jiangsu Higher Education
基金
全国教育科学“十三五”规划2019年度教育部重点项目“新时代乡村卓越幼儿园教师培养机制研究”(DIA190392)
江苏省教育厅第七批教育改革发展战略性与政策性研究课题“新时代乡村幼儿教师定向培养的现状、问题及对策研究”(重点)
关键词
反思性实践者
学前教师教育改革
实践教学
三型课堂体系
reflective practitioners
preschool teacher education reform
practical teaching
the"three-type classroom system
