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随着职业教育的发展,校企合作的程度不断深化。在这样的背景下,如何对高职学前教育专业的课程进行改革问题日益凸显。以学前儿童卫生与保育课程为例,从三个方面进行分析。首先分析高职学前儿童卫生与保育课程现状,主要从存在的问题入手。其次分析学前儿童卫生与保育课程开发的原则。最后通过梳理学前儿童卫生与保育课程开发的思路,为学前教育学专业课程开发抛砖引玉。 相似文献
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游戏是幼儿最基本的活动,是一种特殊的社会性活动,对幼儿身心健康发展有着重要的作用。游戏是无功利性的,幼儿教师不仅自身要正确对待游戏教育,更要引导家长正确看待游戏,使"幼教小学化"不要借着"基本普及学前教育"这股东风愈演愈烈。幼儿教师应该意识到幼儿园课程的选择以及评价体系的"无目的性",以免给"应试教育"和"幼儿教育小学化"一个"繁衍"的温室。游戏的愉快性是游戏的本质所在,幼儿教师要真正地把游戏看作幼儿发展的活动,不要把游戏仅仅作为吸引孩子的"噱头"。 相似文献
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随着职业技能大赛的深入开展,职业院校在人才培养目标、课程体系和培养模式等诸多方面都在进行深刻的变革。文章从高职学前教育专业开设的课程出发,依据职业技能大赛学前教育专业教育技能赛项内容,提出“五位一体”课程群的构建思路,以期为职业院校人才培养方案的修订提供实践依据,为学前教育专业建设和课程改革提供参考。 相似文献
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通过对中国德国学前教育政策法规、课程与目标、学前教育机构类型、教学组织形式及家园合作进行比较,分析德国学前教育持续健康发展的经验及对我国学前教育持续健康发展的启示,以期为我国当前学前教育改革提供有益的借鉴. 相似文献
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Michael Andrew Assel Susan H. Landry Paul R. Swank Susan Gunnewig 《Reading and writing》2007,20(5):463-494
An alarming number of American pre-school children lack sufficient language and literacy skills to succeed in kindergarten.
The type of curriculum that is available within pre-kindergarten settings can impact children's academic readiness. This work
presents results from an evaluation of two language and literacy curricula (i.e., Let's Begin with the Letter People and Doors
to Discovery) from a random assignment study that occurred within three settings (i.e., Head Start, Title 1, and universal
pre-kindergarten) and included a control group. The design included a mentoring and non- mentoring condition that was balanced
across sites in either curriculum condition. A pre and post-test design was utilized in the analyses, with children (n = 603) tested before the intervention and at the end of the year. Multilevel growth curve modeling, where the child outcomes
(dependent measures) are modeled as a function of the child's level of performance and rate of growth between pre and post-testing,
was used for all analyses. Results indicated that in many key language/literacy areas, the skills of children in classrooms
using either one of the target curricula grew at greater rates than children in control classrooms. This was especially true
in the Head Start programs. The findings from this study indicate that at-risk children can benefit from a well-specified
curriculum. Additionally, findings demonstrate that a well-detailed curriculum appeared to be less important for children
from higher income families. The impact of mentoring was less clear and seemed dependent on the type of skill being measured
and type of program. 相似文献
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Ritva Jakku-Sihvonen Varpu Tissari Aivar Ots Satu Uusiautti 《Scandinavian Journal of Educational Research》2013,57(3):261-275
During the Bologna process, from 2003 to 2006, degree programmes, including teacher education curricula, were developed in line with the two-tier system – the European Credit Transfer and Accumulation System (ECTS) and modularization. The purpose of the present study is to contribute to the development of teacher education profiling measures by comparing the Finnish and Estonian curricula covering initial teacher education. The aim was to analyze and compare studies in the science of education as part of the class teacher education programs through the development of a sufficiently universal meta-structure. The written curricula were subjected to discipline-based content analysis, which covered the main elements of the curricula and the contents of the theoretical substance studies in the science of education. The resulting differences and similarities between the Finnish and the Estonian curricula are reported. 相似文献
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基于职业性与师范性的学前教育专业体育课程改革 总被引：1，自引：0，他引：1
崔玮 《陕西教育学院学报》2011,27(4):71-73
高校学前教育专业体育课程改革要凸显职业性与师范性的双重特征。这就需要在课程改革过程中,进一步拓展学前教育专业体育教学的指导思想,准确定位体育课程在学前教育专业人才培养方案中的地位,积极倡导＂学园结合＂的体育课程模式,继续优化体育课程内容,构建以职业性与师范性为导向的体育课程体系。 相似文献
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Broadening the role of teachers in curriculum development was among the fundamental objectives of educational reforms in the formerly communist Eastern Europe in the 1990s. The research done so far, however, calls into question the degree to which teachers perceive the relevant changes in curriculum and their new role. This article first describes the context of curricular changes in Eastern Europe and Estonia after the fall of communism. It then analyses Estonian pre-school teachers’ perceptions of national pre-school curricula utilized in two different eras: the late Soviet period and the period from 1999 to date in a sovereign Estonia. Data were gathered via semi-structured interviews. Thirty-one experienced teachers participated in the study. It was concluded that teachers generally apprehend the broadened meaning of the concept of curriculum and their augmented role as reflective curriculum makers and theorists. However, differences emerge between teachers’ perceptions of their new role and their readiness to adopt it. Regarding the reported generality and indefiniteness of the new national curriculum, teachers need more assistance for implementing the autonomy and self-responsibility imposed on them by the curriculum. A balance between self-responsibility and professional advice should be sought by both curriculum makers and teacher educators. 相似文献
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This paper explores the substance of competence-driven changes in teacher education curricula by testing the possibility of using a framework distinguishing between the German pedagogical culture of Didaktik and the Anglo-Saxon Curriculum culture to describe the substance of these changes. Data about the perceptions of competence-driven changes in teacher education curricula has been collected in 30 in-depth interviews with teacher educators, student teachers, and their school mentors in Serbia, and analysed with the help of qualitative data processing software. The coding procedures involved classification of utterances into five groups relating to the perceptions of (1) teacher evaluation, (2) teacher competence in subject matter, pedagogy, and curriculum, (3) understanding of the education system and contribution to its development, (4) teacher competences in dealing with values and child-rearing, and (5) changes in teacher education curricula related to these groups of competence. The perceptions in each group of utterances were interpreted in terms of their alliance with Didaktik or Curriculum cultures. The findings indicate that the framework cannot be used as a continuum since the utterances aligned with the two cultures co-exist in the individual responses, but could be useful as a reflection tool in teacher education curricula. 相似文献
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This article investigates the composition of the Norwegian lower secondary school curriculum with a special emphasis on pre-vocational education from a contemporary perspective. The data consist of four official national curricula enacted from the 1970s until the present. Despite differences between the curricula, the main structure of school subjects has remained stable over time. Norwegian lower secondary school curricula mainly include academic subjects, even though pre-vocational education is, to varying degrees, present in all curricula, especially amongst elective subjects. This consolidated position of academic subjects results in a consistency in the composition of the curriculum. Curriculum change is most likely to happen amongst electives and is related to changes in policy making and societal changes. Pre-vocational education is mainly included in the first and current curriculum contrary to the second and third curriculum. These findings indicate that the international policy agenda and its emphasis on the relevance of education through stressing the linkage between education and the world of work only has a minor impact on Norwegian curricula. Further, the allocation of teaching hours shows that the status of pre-vocational subjects is low compared to that of academic subjects. International policies emphasizing basic skills strengthen the academic subjects even further. 相似文献
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我国社区教育课程发展大致经历了三个阶段：起步阶段（20世纪80年代）、扩展阶段（1993年以后）、实验创新阶段（1999年至今）。现阶段社区教育课程建设受到进一步重视,社区教育课程内容趋于拓展和丰富,课程呈现特色化。社区教育课程建设今后如何发展,需要在其价值取向上达成共识,因为课程的价值取向是基于人们对课程总的看法和认识,在课程建设上必然表现出一种倾向性的观念。随着全球化时代的发展,多元主义教育价值观等课程价值取向对我国社区教育课程建设影响较大,呈现出实用性取向、民主与公平取向的特征。所以我国社区教育课程建设的总体趋向是,课程建设采取分权为主、协调统整政策,课程设计采用多方参与基本方式．课程实施和评估重加科举期．范． 相似文献
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马娥 《延安教育学院学报》2009,23(3):7-9
近20年来,随着我国学前教育评价理念的变化。幼儿发展评价、幼儿教师的评价、托幼机构评价以及幼儿园课程评价等各方面均呈现出逐渐上升的趋势。但综现我国学前教育评价,还存在缺乏元评价研究、缺乏宏现评价研究、缺乏本土化评价研究等问题。 相似文献
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课程体系的创新是教育创新的核心。高职创新课程体系应追求人的全面、充分和自由发展,体现科学、技能和人文的融合,具有开放性与个性张扬等特征。创新课程体系应追求一种“融合”课程模式,即学科课程与技能课程的融合;分科课程与综合课程的融合;实践课程与体验课程的融合;显性课程与隐性课程的融合;校本课程与显性课程、隐性课程的融合。 相似文献
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Anneli Niikko 《Scandinavian Journal of Educational Research》2013,57(5):431-445
This study was conducted during the academic year 2002–2003 in a municipality in Eastern Finland. It focuses on pre‐school education assessing its quality factors from the parents’, teachers’ and children’s points of view. Theoretically, the study focuses on analyses of the purposes of the national core curriculum and pedagogical issues that are related to understanding quality in pre‐school education. According to this study, parents, pre‐school teachers, and children are satisfied with pre‐school education in general. They all emphasize its importance for children’s development in the areas of cognitive and social skills and development. Results clearly show that pre‐school education should be revised to meet the needs of improvement in the area of co‐operation, the expectations of modern society, and the aims of the national curriculum. In addition, pre‐school education is still searching for its own cultural position in the area of Finnish school and daycare systems. 相似文献
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The study examined whether schools for the deaf were providing services to assist parents in communicating with their children about sexuality (including sexual signs) and whether parents were involved in the sexuality education curriculum within their child's school. The Sexuality Curriculum Questionnaire for Educators of Students Who Are Deaf (Getch & Gabriel, 1998) was completed by 71 educators teaching sexuality curricula in schools for the deaf across the United States. Results indicated that parents were more likely to be involved in approval and development of their children's sexuality education than to receive assistance with sexuality education from the schools. Although the level of parental participation in curriculum development and approval is encouraging, the number of parents actually participating in curriculum development and approval remains low. 相似文献
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Dr. Marilyn Fleer 《Research in Science Education》1992,22(1):132-139
The National Statement on Technology Education will soon be released in Australia. The statement advocates adesign,make andappraise approach to technology education. The document includes Year One children and provides exemplars of curriculum activities
for early childhood children. Although much curriculum development in technology education for primary and early childhood
has taken place in the UK, little research has been conducted within the early childhood area in Australia. This paper describes
a study which sought to investigate how thedesign,make andappraise approach could be implemented within early childhood using existing materials, procedures and teaching programmes. In particular,
the pre-school programme was considered to see if the approach was suitable for young children, and if girls could be encouraged
into this newly defined area of study.
Specializations: early childhood science education, early childhood technology education. 相似文献
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Xenia Danos Renata Górska Eddie Norman 《European Journal of Engineering Education》2014,39(6):666-684
Curriculum planning for the development of graphicacy capability has not been systematically included in general education to coincide with the graphicacy needs of human society. In higher education, graphicacy curricula have been developed to meet the needs of certain disciplines, for example medical and teacher training and engineering, among others. A framework for graphicacy curricula, anticipating the graphicacy needs in higher education, has yet to be strategically planned for general education. This is partly a result of lack of research effort in this area, but also a result of lack of systematic curriculum planning in general. This paper discusses these issues in the context of graphicacy curricula for engineering. The paper presents three broad individual case studies spanning Europe and the USA, brought together by the common denominator, graphicacy. The case studies are based on: an analysis of graphicacy within general education curricula, an analysis of graphicacy for engineering education in Europe and an analysis of graphicacy for engineering education in the USA. These three papers were originally presented in a plenary session at the American Society for Engineering Education, Engineering Design Graphics Division at the University of Limerick in November 2012. The case studies demonstrate the potential for strategic curriculum planning in regard to the development of graphicacy in general education and an overview of a methodology to achieve that. It also offers further evidence towards the importance of the systematic classification of graphics capabilities in Engineering and how the lack of a developed theoretical framework in this area undermines the case for the importance of graphics within engineering education. 相似文献
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基于时代多元化的发展和凸显幼儿园特色教育的需要,培养幼儿的多元文化意识是幼儿园教育的必然选择。文章基于多元化的园本课程开发的教育实践探索,论述园本特色教育的功能价值,开发一系列合格的园本特色课程,以提升园本课程的文化内涵。 相似文献