| 实践导向的“学前教育科学研究方法”课程改革 |
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| 引用本文： | 李兰芳.实践导向的“学前教育科学研究方法”课程改革[J].宁波大学学报(教育科学版),2016,0(2):115-119. |
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| 作者姓名： | 李兰芳 |
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| 作者单位： | (兰州城市学院 学前教育研究所,甘肃 兰州 730020) |
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| 摘 要： | 本科学前教育课程体系中存在“学前教育科学研究方法”课程定位狭隘、课程价值理解肤浅和研究能力明显不足等问题，幼儿园教师教育科学研究能力培养受到阻抑，对实施和推进卓越幼儿园教师培养计划十分不利。应当在明确以实践为导向的课程目标的基础上，架构起“科研”与“教研”并重、系统性与变通性互补、基础性与拓展性相容、原理性与实用性结合的课程体系，进而板块式呈现课程内容，期待在不断更新、合理整合和灵活实施的动态操作中达成课程目标。
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On the Reform of the Methodology of Preschool Educational Science in a Practice Orientation |
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| LI Lan-fang.On the Reform of the Methodology of Preschool Educational Science in a Practice Orientation[J].Journal of Ningbo University(Educational Science Edition),2016,0(2):115-119. |
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| Authors: | LI Lan-fang |
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| Institution: | (Institute of Preschool Education, Lanzhou City University, Lanzhou 730020, China) |
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| Abstract: | parochial orientation of the course “methodology of preschool educational science”, a superficial understanding of the curricular value and an evident deficiency in research capability, which hinders kindergarten teachers from developing a research competence in educational science, and advancing the cultivation of eminent kindergarten professionals. It, thus, argues that a practice-oriented curriculum system can be established to involve scientific research and teaching research, systematization and flexibility, foundation and expansion, and theory and practice. Moreover, the curriculum content can be presented in chunks to attain its objectives in a dynamic operation with a continued renewal, a rational integration and a flexible implementation |
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| Keywords: | eminent kindergarten teachers practice-orientation methodology of preschool educational science curriculum analysis |
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