摘要
基于《幼儿园教师专业标准(试行)》的要求,立足学前教育专业学生从教素质的全面培养,甘肃民族师范学院从课程方案、实训室、实习基地、职业技能考核、课外辅导机制等方面构建了一套符合自身实际的全程实践教学体系,该体系的建构实施提高了专业人才培养的质量。但在该体系实施的过程中笔者发现存在人才培养目标不够科学、课程设置缺乏特色、实训室建设缓慢、实践教学环节薄弱、学前教育专业教师艺术素养不精等问题,并针对上述问题提出了一些解决策略。
Based on the requirement of Kindergarten Teachers'Professional Standards(Trial Implementation)and the comprehensive cultivation of pre-school education students'teaching quality,Gansu Normal University for Nationalities has constructed a practical teaching system for the whole course from the aspects of curriculum plan,training room,practice base,vocational skill assessment and extra-curricular guidance mechanism,the construction and implementation of this system has improved the quality of professional training.However,in the process of implementing the system,the author tinds that there are some problems,such as unscientific training objectives,lack of curriculum features,slow construction of training rooms,weak practice teaching links,poor artistic literacy of preschool education teachers,and puts forward some solutions to these problems.
作者
张爱玲
ZHANG Ai-ling(Department of Education Science,Gansu Normal University for Nationalities,Hezuo Gansu 747000)
出处
《甘肃高师学报》
2019年第6期88-91,共4页
Journal of Gansu Normal Colleges
基金
2016年甘肃省高等学校科研项目“甘肃少数民族高等教育公平研究——以甘南藏族自治州为例”(2016B-106)
2018年甘肃民族师范学院教学成果培育立项项目(GNUNJXCGPY1804)
关键词
师范
民族院校
学前教育
实践教学体系
normal schools
ethnic universities
preschool education
practical teaching system
