摘要
理论逻辑层面上,学前教育师范生培养和工匠精神培育之间存在价值诉求相通、规则法度暗合、主体要求相似、教育方式重合的多元契合,这说明了在学前教育师范生培养中融入工匠精神的必要性。学前教育师范生工匠精神主要包括专心专注、精益求精的匠心,技艺精湛、尚巧求新的匠艺,爱岗敬业、无私奉献的匠徳,知行合一、技以载道的匠化等要素,可见工匠精神在学前教育师范生的专业成长过程中占据着重要地位,它关乎着学前教育师范生的专业化成长。高校培育学前教育师范生的工匠精神,应将工匠精神嵌入学前教育专业人才培养的培养目标体系、课程教学实践、实训教学体系、校园文化建设,努力培养学前教育师范生成为具备工匠之魂的复合型现代幼教人才,以推动学前教育事业的发展,助力教育强国建设。
On the level of theory and logic,there are multiple connections between preschool education and normal craftsmanship cultivation,value requirements,rules and regulations,similar subject requirements,and overlapping education methods.This illustrates the integration of artisans in preschool education.The necessity of spirit.The preschool education teacher s craftsmanship spirit mainly includes the intent and dedication,the craftsmanship that is superb,skillful in seeking new craftsmanship,the craftsmanship that loves the job,the selfless dedication,the unity of knowing and doing,the craftsmanship that is based on the way,It can be seen that the craftsmanship spirit plays an important role in the professional growth of preschool education teachers,and it is related to the professional growth of preschool education teachers.To cultivate the craftsmanship of preschool education teachers in colleges and universities,we should embed the craftsmanship spirit inthe training goal system,curriculum teaching practice,training teaching system,and campus culture of preschool education professionals,and strive to train preschool education teachers to become the spirits of craftsmen.Compound modern preschool education talents to promote the development of preschool education and help build a strong country through education.
作者
陈凤梅
CHEN Feng-mei(Cheng Yi College,Jimei University,Xiamen 361003,China)
出处
《集美大学学报（教育科学版）》
2020年第3期39-45,共7页
Journal of Jimei University：Education Science Edition
关键词
学前教育
师范生
工匠精神
精神要素
pre-school teacher student
craftsman spirit
theoretical logic
spiritual elements
cultivation path
