摘要
以师范类专业认证为背景,从OBE理念视角,结合CIPP评价模型结构,构建了学前教育专业实践教学评价指标体系。采用AHP-模糊综合评价法确定指标权重,并对评价体系的合理性进行了验证。研究认为,实践教学是学前教育专业提升人才培养质量的关键环节,要聚焦社会需求形成协同育人机制,以成果为导向强化形成性评价,实施实践教学过程化管理。
With teacher education accreditation as the background, this article establishes the practice teaching evaluation index system of preschool education from the perspective of OBE concept and combining with the structure of CIPP evaluation model. It uses the analytic hierarchy process to determine the index weight, and uses the fuzzy comprehensive evaluation method to verify the rationality of the evaluation system. It is concluded that practice teaching is the key to improving the quality of talents training in preschool education, so it is necessary to focus on the social needs to form a collaborative education mechanism, to strengthen the results-oriented formative evaluation, and to implement the process management of practical teaching.
作者
卢长娥
LU Chang-e(Institute of Education,Huainan Normal University,Huainan,Anhui,232038)
出处
《贵州师范学院学报》
2022年第5期57-64,共8页
Journal of Guizhou Education University
基金
安徽省高等学校省级质量工程项目“基于OBE理念下的高师学前教育专业实践教学及运行机制研究”(2020jyxm1726)
安徽省质量工程课程思政项目“《学前教育学》课程建设--思政改革背景下的融合研究”(2020KCSZYJXM224)。
