摘要
学前教育专业在专业素养与美育融合的过程中存在美育目标不够凸显、美育课程不够系统、美育主体较为单一、美育评价不够全面等问题。在遵循美育特点、剖析岗位特征、凸显专业特色的基础上,立足专业素养和美育素养并重理念,构建“感受素养美、唤醒本来美、创造职业美”的三阶课程育人体系,通过三融机制,即校内外美育教师互融教学、园—校—家三方互融育人、学生动态素养多元互融评价,实现美育在学前教育专业人才培养中全程渗透、全员参与、全域覆盖,最终实现学生综合素养、幸福感及就职满意度的提升。
In the process of integrating professional literacy and aesthetic education in preschool education,there are problems such as insufficient highlighting of aesthetic education goals,insufficient systematic aesthetic education courses,relatively single aesthetic education subjects,and incomplete aesthetic evaluation.On the basis of adhering to the characteristics of aesthetic education,analyzing job characteristics,and highlighting professional characteristics,based on the concept of emphasizing both professional and aesthetic literacy,a three-level curriculum education system is constructed that“feels the beauty of literacy,awakens the original beauty,and creates professional beauty”.Through the three-pronged mechanism,namely the integration of teaching by both the internal and the external aesthetic education teachers,the integration of the education by kindergarten,school,and family,and the multiple and integrated evaluation of students’dynamic literacy,we can achieve the full penetration,full participation,and comprehensive coverage of aesthetic education in the cultivation of preschool education professionals,ultimately increasing students’comprehensive literacy,happiness,and job satisfaction.
作者
王磊
徐莉亚
WANG Lei;XU Li-ya(School of Financial Management,Jinhua Open University,Jinhua,Zhejiang 321000)
出处
《张家口职业技术学院学报》
2024年第1期73-77,共5页
Journal of Zhangjiakou Vocational and Technical College
基金
2022年度浙江开放大学高等教育教学改革项目立项研究课题“大美育背景下学前教育专业人才培育模式的探索与实践”(课题编号:XJG202226)的研究成果
2023年度金华市教育教学规划立项研究课题“美育课程对大学生生命意义感提升的实验研究”(课题编号:JB2023005)的阶段性成果。
关键词
美育
学前教育专业
育人模式
aesthetic education
preschool education major
education mode
作者简介
王磊(1986-),女,浙江金华人,讲师,硕士。研究方向:美育心理学、美育评价等。
