I. Training objectives
Pre-school education and teaching should adhere to the guidance of Marxism, take the development needs of China's national political, economic and cultural construction as the basic principle, take the positioning and characteristics of China's higher education as the reference framework, take industry standards and social needs as the guidance, and cultivate firm and correct political direction and noble moral quality.
Have a good scientific and humanistic quality, have an international perspective, systematically master the basic knowledge, basic theories, basic skills and methods necessary for educational science and this major, and have strong innovative and entrepreneurial spirit, educational and entrepreneurial practice ability and management ability.
Senior professionals who are competent in education, teaching, management and research in educational management institutions at all levels.
Second, the curriculum system
The curriculum system mainly includes theoretical courses, practical courses and graduation thesis (design). Theoretical courses consist of general education courses, professional basic courses and professional direction courses.
General education courses include university public courses, innovation and entrepreneurship education courses and related humanities and social sciences, science and engineering courses and art education courses; Professional basic course is the basic theory and method course of preschool education.
Specialized courses are the main courses and specialized courses of preschool education; Practical courses include educational probation, educational practice, educational practice, educational investigation, educational investigation and so on. Graduation thesis (design) includes academic papers, investigation reports, research reports, experimental reports, education, teaching and management case analysis reports, etc.
Colleges and universities should reasonably set up innovation and entrepreneurship credits, establish a system of accumulation and conversion of innovation and entrepreneurship credits, explore how to convert students' innovative experiments, publishing papers, obtaining patents, and starting their own businesses into credits, and identify students' participation in project research and project experiments as classroom learning.
Colleges and universities can choose some knowledge units that reflect the frontier of disciplines, school characteristics and local characteristics to offer elective courses, so as to promote teachers to integrate international frontier academic development, latest research results and practical experience into classroom teaching.
The curriculum structure should cover the main knowledge units and knowledge points of the professional knowledge system. It is necessary to clearly define the scope and quantity of elective courses to ensure the selectivity of courses. Conditional colleges and universities can carry out domestic (foreign) student exchanges, various forms and levels of joint training or bilingual teaching in China.
In the total credits, the proportion of practical courses should not be less than 25%.
Training mode of preschool education
Big education-preschool education model
This model highlights the disciplinary nature of preschool education, regards preschool education as a part of the whole educational discipline, and puts preschool education at the same level as primary education, special education and other educational majors. Therefore, in terms of personnel training, it is customary to train pre-school education professionals under the background of big pedagogy.
It is mainly reflected in the following aspects: students of this major, like other students majoring in education, receive the basic theoretical education of education discipline together, and then systematically study the relevant theoretical courses of preschool education specialty and receive special practical training of preschool education specialty.
This model not only emphasizes the basic theoretical knowledge of education, but also takes into account the particularity of preschool education, which embodies the characteristics of "enriching the basic knowledge of general education and deepening the professional knowledge of preschool education". Southwest University is a typical representative of this model.
Professional education-teacher education model
This model highlights the professional nature of preschool education, and regards preschool education as the same professional education as Chinese education, mathematics education, physics education, chemistry education and other disciplines. Therefore, in terms of personnel training, it is customary to divide preschool education into preschool professional education and teacher education.
The specific way is to add a teacher education course on the basis of ordinary preschool professional theory and professional practice courses, which generally includes 2 compulsory credits, 8 elective credits and 12 practical credits. This model embodies the characteristics of "wide normal school and intensive pre-school". Capital Normal University is a typical representative of this model.
Platform module mode
This model highlights the important value of curriculum in talent training. The platform here refers to platform courses, and the module refers to module courses. Among them, platform courses refer to courses offered by schools, colleges (departments) and majors, while module courses refer to related course systems on a certain platform.
Students majoring in preschool education can selectively study different modular courses on these three platforms. This model plays down the narrow professional concept of the traditional training model, and emphasizes the special significance of courses in talent training. Northwest Normal University is a typical representative of this model.
Campus cooperation mode
The "school" here refers to schools with pre-school education, and the "garden" refers to all kinds of kindergartens. The mode of "campus cooperation", also known as "work-study alternation", means that preschool teacher training institutions sign cooperation training agreements with kindergartens, and kindergartens put forward order-based talent training needs to schools.
The curriculum and teaching content of the school are based on the needs of kindergartens. Generally speaking, schools adopt "2+ 1" to train talents. Among them, students study theory at school for two years and study in kindergarten in the last year.
This model highlights the orientation of talent training in preschool education. Many higher vocational colleges offering pre-school education majors adopt this model.