摘要
学前教育专业师范生肩负着引导和培养3-6岁儿童成长与发展的重任,不仅要掌握丰富的专业知识和专业技能,更应具备深厚的教育情怀。学前教育专业师范生教育情怀的现状表现为,师范生在教育情怀上存在“高认知低行动”现象;教育情怀水平因不同年级和报考原因具有显著性差异;教育情怀主要受教育实践、课程体系、课堂教学、社会支持等因素的影响。培育师范生教育情怀,就必须重视专业引领,夯实理论素养;丰富教育体验,锤炼职业能力;构建家庭-高校-社会协同支持体系。
Pre-school education student teachers shoulder the important responsibility of guiding and nurturing the growth and development of 3-to 6-year-old children.They need not only solid professional knowledge and skills but also a profound educational sentiment.The current status of their educational sentiment shows:(1)a phenomenon of"high cognitive awareness but low practical implementation"in educational sentiment;(2)significant differences in sentiment levels due to different grades and reasons for choosing the major;(3)educational sentiment is mainly influenced by factors such as educational practice,curriculum systems,classroom teaching,and social support.To cultivate their educational sentiment,it is essential to emphasize professional guidance to consolidate theoretical literacy,enrich educational experiences to sharpen professional capabilities,and build a collaborative support system involving families,universities,and society.
作者
刘芳丽
LIU Fangli(Department of Education and Psychological Science,Yuncheng University,Yuncheng,Shanxi 044000,China)
出处
《运城学院学报》
2025年第2期86-91,共6页
Journal of Yuncheng University
基金
山西省教育科学“十四五”规划课题(PJ-21028)
山西省高等学校教学改革创新项目(J20221004)
山西省教育科学“十四五”规划课题(GH-220009)。
关键词
师范生
学前教育
教育情怀
student teachers
pre-school education
educational sentiment
