摘要
五年一贯制学前教育是我国当前倡导的学前教育教师培养的主要模式之一。要充分认识五年一贯制学前教育专业人才培养模式改革的紧迫性,重新定位五年一贯制学前教育专业人才培养目标,整体构建五年一贯制学前教育专业课程结构体系,系统改革五年一贯制学前教育专业人才考核评价标准,有效建立高职与中职资源共享、合作互助的组织管理机制,不断总结提炼实践成果,形成具有区域特色多元化的五年一贯制学前教育人才培养模式。
This paper tries to discuss the innovation of the ＂five-year system＂ of preschool education, a major mode for training professional teachers that needs to be reformed today. It suggests that steps be taken to reposition the training goaD,and construct an overall curriculum system and evaluation standards. And also, it strengthens the establishment of an effective organizational management mechanism to share resources of secondary and higher vocational colleges, so as toperfect the pluralistic ＂five-year system＂ with regional characteristics.
出处
《宁波大学学报（教育科学版）》
2013年第2期66-71,共6页
Journal of Ningbo University(Educational Science Edition)
基金
宁波市"十二五"教育科学规划重点课题(YZD12009)
宁波市级教育体制改革试点项目(甬教政〔2011〕405)
关键词
五年一贯制
学前教育
人才培养模式
改革
＂five-year system＂
preschool education
talents training mode
innovation
