基于核心素养视域下的学前教育本科专业实训室建设探析

核心素养是世界各国面对21世纪信息时代对公民生活世界和个人自我实现的挑战而要求人才具备的品格和关键能力。学前教育专业是一门实践性强、综合素养要求高的专业,学生只有通过实践、在实践中才能实现全面发展。培养学生的核心素养,实训室的文化建设是基础,它对学生核心素养的培养起着潜移默化的作用;实训室的物质建设是关键,基础实训室、专业实训室有利于牢固学生的文化基础,培养学生的创新和反思批判的科学精神;设计类实训室有利于学生养成自学、乐学、好学的学习品质,提高学生的动手实践能力;综合类实训室可以提高学生的社会参与能力和沟通协作能力,具有服务社会的责任担当;实训室的双师型教师队伍是根本,是学生核心素养能否形成的先决条件。     

针对学前教育专业男生发音问题的研究与分析

目前,学前教育专业男生朗读技能训练的课程中,在发音上存在着声母和韵母发音混淆的问题。男生的舌尖敏感度明显不如女生。男生在练习时要分清发音部位,了解发音方法,学会控制气息。教师要训练男生依靠发音部位和发音方法之间的准确配合,利用对气息的控制,真正掌握正确读出声母的诀窍。男生要学会灵活运用口腔和舌头,掌握每个元音发音时口腔的开合度,舌面的高低升降,唇形的圆展变化,克服弱点,多练多学,纠正发音问题。要提高朗读水平,男生自己的内因,即主动学习的态度十分关键。     

农村幼儿园运用家庭和社区资源的纵向调查——以我国西部S省为例

家庭和社区参与的高质量学前教育是乡村振兴计划的基础。通过对我国西部S省农村地区的两次实地调查发现,受该地区园所特点、教育政策和传统观念等的影响,农村地区幼儿园运用家庭和社区资源总体较低但也有所改善,对家庭资源的运用高于社区资源,对社区历史文化资源的运用较为薄弱。基于此结果提出了运用家庭和社区资源是农村幼儿园发展的必然选择;利用政策杠杆发掘农村地区家庭和社区资源;职后培训提高农村幼儿园教师运用家庭和社区资源的实效性等建议。     

学前教育专业免费师范男生职业认同感的调查与对策——以泉州幼儿师范高等专科学校为例

运用问卷法和访谈法调查泉州幼高专学前教育免费师范男生的职业认同感现状,结果表明：学前教育专业免费师范男生的职业认同感处于中上水平;不同专业、不同生源地、不同年级的学前教育专业免费师范男生的职业认同感不存在显著性差异;独生的免费男幼师与非独生子女的男幼师在职业认同感存在显著性差异,且非独生子女得分高于独生子女。根据这一结果,从社会、高校、个人三个层面提出对策与建议,为学前教育免费师范男生的培养与管理提供教育启示。     

胜任力视阈里的四川藏区幼儿教师队伍建设

四川藏区特殊的人文和自然环境要求能胜任幼儿教育工作的教师应该具备热爱幼儿教育事业的职业心理、具备保育和教育的知识与技能、能够开展保育和教育、能同时使用国家通用语言（汉语）和少数民族语言同幼儿及家长进行交流、具有良好的身体素质。通过强化幼儿教师的职业意识、创新幼儿教师培养模式、加强保育能力培养、加强校内实训、开展校外顶岗实习和组织幼儿教师参加培训等措施可以促进四川藏区幼儿教师的专业发展。     

父母教养对学前幼儿自我控制能力发展的影响及教养策略探讨

自我控制能力对个人的健康、学业、婚姻等毕生发展的多个方面均有重要影响。学前阶段是个体自我控制能力发展的关键期,家庭环境中父母的教养对幼儿自控能力发展的影响至关重要。综合以往相关实证研究,父母主要通过情感互动、行为控制和自主支持这三个方面的教养方式影响幼儿的自我控制能力发展,其中情感支持与回应,设置明确的行为界限,以及提供自主支持等具体教养方式有助于幼儿自我控制能力的发展。在此基础上,本文进一步探讨了培养幼儿自我控制能力的父母教养策略。     

Are We Making the Most of Learning From the Practice Placement?

It is almost universally accepted within social work education that placements are a defining feature of training and ‘… have a more profound and lasting impact than classroom teaching’. Consequently the placement is regarded as the signature pedagogy in social work education. However, it is also asserted that universities pay little attention to this aspect of teaching and concerns about a ‘significant level of disjunction between academic and practice learning’ are expressed.

The development of a new distance learning MA social work programme in which units are studied alongside part-time placements afforded opportunities for innovation in curriculum delivery, alongside increasing connections with learning on placement. Practice educators were invited to respond to an online mixed methods survey exploring their perceptions of the programme and views as to how greater integration of academic and practice learning can be achieved in social work education generally. Analysis of the results identified the important role which supervision with the practice educator can play in integrating learning on placement with the academic curriculum. The paper concludes that a greater focus on learning from practice may offer opportunities to maximise the learning potential of the placement as social work's signature pedagogy.     

Emancipatory engagement: An urban womanist social work pedagogy

ABSTRACT

Standing on the hope of the initial social work course from 1914 at Morgan College, this article provides insight into the significant learning outcomes of contemporary students in advanced social work practice with urban African American families. This research introduces the conceptual framework of urban womanist social work pedagogy as an inclusive practice-informed knowledge produced through the rituals, traditions, values, culture, and resilience of historically disenfranchised communities. Urban womanist social work teaching methods honor truth telling from the ones who have lived there. Urban womanist social work affirms transformative-centered research, teaching, and scholarship produced through institutions such as historically black colleges and universities (HBCU’s). The students’ reflective narratives reveal a process of transformation, centered in the freedom standpoint, which includes recognizing the location and context of their individual and collective identity as African Americans in the profession of social work. Urban womanist social work pedagogy cumulatively equips our students with intergenerational knowledge that inform their assessment of critical issues in Baltimore’s African American communities.     

Beyond the Preschool Years: Children’s Perceptions About Starting Kindergarten

This article describes a research study that investigated three‐ and four‐year‐old Canadian preschool children’s perceptions about starting kindergarten. Findings from 33 focus‐group discussions suggest that children begin to formulate ideas about starting kindergarten prior to school entry. Children’s responses were grouped according to three themes, play versus academic activities and homework; getting bigger but still needing help; and rules. Overall, the responses highlighted their expectations regarding continuity and discontinuity between the two environments. These findings support the position that children should be given the opportunity to contribute to the planning of transition practices.     

Preschool Policymaking by Stealth: Application of an Alternative Framework for the Policy Process

This study uses the design and passage of universal preschool in two states, Oklahoma and West Virginia, to present an alternative framework for understanding the policy process, Policymaking by Stealth, and demonstrate its usefulness both in expanding the understanding of the politics of public preschool and as a tool for social work policy practice. An overview of the current state of preschool policy in the United States and the political history of federal preschool policy is presented first to provide context to the analysis, followed by an introduction to the analytic framework, and then a formal analysis of the policy passage processes in the two states via the lens of Policymaking by Stealth. The contributions of this new framework to the study of the policy process in general and the practice of policymaking in complex political contexts are discussed.