【摘要】： 實踐教學(xué)是相對于理論教學(xué)的各種教學(xué)活動的總稱,包括實驗、實習(xí)、設(shè)計、實際操作、社會調(diào)查等,目的是引導(dǎo)學(xué)生身臨其境地參加實踐活動,激發(fā)學(xué)習(xí)動機,讓其在實踐中學(xué)習(xí),邊實踐邊學(xué)習(xí),邊學(xué)習(xí)邊實踐,在實踐中培養(yǎng)能力。高職高專教育屬于職業(yè)教育,職業(yè)教育以職業(yè)能力培養(yǎng)為核心,因而實踐教學(xué)在高職高專人才培養(yǎng)中的地位非常重要。 幼兒園教育教學(xué)能力強是專科層次學(xué)前教育專業(yè)的人才培養(yǎng)目標(biāo)的重要定位。其教育教學(xué)能力強意味著學(xué)生應(yīng)能熟練掌握并在實踐中運用科學(xué)的教學(xué)方法組織幼兒園教育活動,這正是設(shè)置幼兒園活動設(shè)計類課程的目的。以培養(yǎng)學(xué)生幼兒園教育教學(xué)能力為目標(biāo)的幼兒園活動設(shè)計類課程實際上具有更多的實踐性,可稱之為“實踐性課程”。然而,在這類課程實施中,存在著偏重于理論講解而輕視實踐教學(xué)的現(xiàn)象,將實踐教學(xué)僅僅作為理論的延伸,在整個教學(xué)中只是很小一部分,沒有突出實踐教學(xué)的地位,更沒有從“實踐性”出發(fā)來考慮形成邏輯嚴(yán)密的指向于培養(yǎng)學(xué)生實際教育教學(xué)能力的完整教學(xué)系統(tǒng)。 本研究主要運用文獻(xiàn)研究法、個案研究法、調(diào)查法,探討以職業(yè)能力培養(yǎng)為核心的高職高專實踐教學(xué),提出了專科層次學(xué)前教育專業(yè)幼兒園活動設(shè)計類課程的能力要求,建構(gòu)了�？茖哟螌W(xué)前教育專業(yè)幼兒園活動設(shè)計類課程的實踐性教學(xué)體系。本研究認(rèn)為,幼兒園活動設(shè)計類課程主要培養(yǎng)學(xué)生四個方面的教學(xué)能力：教學(xué)內(nèi)容選擇和教學(xué)設(shè)計能力,教學(xué)資源開發(fā)、教學(xué)環(huán)境創(chuàng)設(shè)與利用能力,教學(xué)組織實施能力,教學(xué)評價反思能力。而現(xiàn)實中,主要有以下原因?qū)е聦？茖哟螌W(xué)前教育專業(yè)幼兒園活動設(shè)計類課程在培養(yǎng)學(xué)生實踐能力方面的問題：課程定位不準(zhǔn)、師資不符合要求、實踐教學(xué)方式方法和手段落后、教學(xué)條件缺乏保障等；構(gòu)建高專學(xué)前教育專業(yè)幼兒園活動設(shè)計類課程實踐教學(xué)體系包括以下幾個方面：明確實踐教學(xué)設(shè)計原則,調(diào)整實踐教學(xué)目標(biāo)體系,豐富實踐教學(xué)的內(nèi)容方法體系,保障實踐教學(xué)的條件,改革實踐教學(xué)的考核評價體系。
[Abstract]:Practical teaching is the general term of various teaching activities relative to theoretical teaching, including experiment, practice, design, practical operation, social investigation and so on. The purpose of practical teaching is to guide students to participate in practical activities and stimulate their learning motivation. Let them learn by practice, practice while learning, and cultivate their abilities in practice. Higher vocational education belongs to vocational education, and vocational education takes vocational ability training as the core. Therefore, practical teaching plays an important role in the cultivation of vocational and technical talents. The strong teaching ability of kindergarten education is the important orientation of the talent training goal of preschool education. Its strong teaching ability means that students should be able to master and use scientific teaching methods to organize kindergarten education activities, which is the purpose of setting up the curriculum of kindergarten activity design. In fact, the curriculum of kindergarten activity design, which aims at cultivating students' educational and teaching ability, has more practicality, which can be called "practical curriculum". However, in the implementation of this kind of curriculum, there exists the phenomenon that emphasis is placed on theoretical explanation and practice teaching is despised. The practice teaching is only regarded as an extension of theory, and it is only a small part in the whole teaching, and it does not emphasize the status of practice teaching. Moreover, there is not a complete teaching system which is logically and strictly directed at the cultivation of students' practical teaching ability from the perspective of "practicality". This research mainly uses the literature research method, the case study method, the investigation method, discusses the vocational ability training as the core of the higher vocational college practice teaching, has proposed the specialized preschool education specialized kindergarten activity design class curriculum ability request. This paper constructs the practical teaching system of kindergarten activity design course in preschool education. This study holds that the curriculum of kindergarten activity design mainly trains the students' teaching ability in four aspects: the choice of teaching content and the ability of teaching design, the development of teaching resources, the ability of creating and utilizing teaching environment, and the ability of teaching organization and implementation. The ability of teaching evaluation and reflection. In reality, there are the following reasons leading to the problems in training students' practical ability in the curriculum of activity design of pre-school education at the specialized level: the orientation of curriculum is not correct, and the teachers do not meet the requirements. The methods and means of practical teaching are backward and the teaching conditions are short of guarantee. The construction of the practical teaching system of kindergarten activity design course in preschool education includes the following aspects: clarifying the principles of practical teaching design, adjusting the target system of practical teaching, enriching the content and method system of practical teaching. To guarantee the conditions of practical teaching and to reform the system of assessment and evaluation of practical teaching.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：G612

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