摘要
近年来,以培养幼儿园专科学历教师为目标的五年制学前教育专业规模迅速扩大。中职学校与高校合作承担五年制学前教育专业分段教学任务,具有学制长、办学资源充分利用等优点,也存在办学价值、教学体系、管理体制不同产生的冲突。推进目标导向的五年制学前教育专业改革,要理顺中高职学校组织、目标、评价等层面的行动逻辑,通过全程化规划、一体化构思、递进式设计、关联式实施,发挥合作优势。
In recent years,the scale of five-year preschool education has been expanding rapidly,aiming at training teachers with junior college degree.Secondary vocational schools cooperate with colleges and universities to undertake the task of segmented teaching of five-year preschool education,which has the advantages of longer length of schooling and full utilization of school-running resources,but also has conflicts caused by different school-running values,teaching systems and management systems.To promote the reform of five-year preschool education,we should straighten out the action logic at the level of organization,objectives and evaluation,and give play to the advantages of cooperation through whole-process planning,integrated thinking,progressive design and related implementation.
作者
陈国明
CHEN Guoming(President’s Office,Ningbo Childhood Education College,Ningbo 315336,China)
出处
《宁波教育学院学报》
2020年第5期87-90,126,共5页
Journal of Ningbo Institute of Education
基金
宁波市教育科学规划重点课题(2019YZD024)
浙江省高等教育“十三五”第一批教学改革研究项目(JG20180928)。
关键词
五年制学前教育专业
幼儿园教师培养
中高职合作
长学制
five-year preschool education major
kindergarten teacher training
cooperation between middle school and higher vocational college
long schooling
