全日制学前教育专业硕士“UCK”培养模式的实践探索
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摘要
全日制学前教育专业硕士"UCK"培养模式即具有全日制学前教育专业硕士招生资格的大学与地方普通本科师范院校和幼儿园三方合作的专业硕士培养模式。该模式通过"三级式指导、三段式学习、三岗式训练",有效整合大学、师范学院以及幼儿园的优质资源,充分发挥三方的专业优势,通过幼儿园"全实践学习"丰富学生实践经验,"超级环"活动提升实践反思能力,"品学圈"活动搭建理实融合桥梁,"学术沙龙"活动促成理论素养提升,"本硕联动"活动催生学生专业情怀。
The "UCK" training model of full-time pre-school education master is a professional master's training model of tripartite cooperation between universities with full-time pre-school education master's enrollment qualification, local teachers' colleges and kindergartens. This model effectively integrates the high-quality resources of universities, teachers' colleges and kindergartens through "three-level guidance, three-stage learning and three-post training" , which gives full play to the professional advantages of the three parties. It enriches students' practical experience through kindergartens' "full practice learning" , enhances their practical reflective ability through "super-circle" activities, builds a bridge of the theory-practice integration through "moral circle" activities and promotes the improvement of theoretical literacy through "academic salon" . The activity of "bachelor-master linkage" promotes students' professional development.
The "UCK" training model of full-time pre-school education master is a professional master's training model of tripartite cooperation between universities with full-time pre-school education master's enrollment qualification, local teachers' colleges and kindergartens. This model effectively integrates the high-quality resources of universities, teachers' colleges and kindergartens through "three-level guidance, three-stage learning and three-post training" , which gives full play to the professional advantages of the three parties. It enriches students' practical experience through kindergartens' "full practice learning" , enhances their practical reflective ability through "super-circle" activities, builds a bridge of the theory-practice integration through "moral circle" activities and promotes the improvement of theoretical literacy through "academic salon" . The activity of "bachelor-master linkage" promotes students' professional development.
引文
[1]马德秀.研究生教育要更加注重适应需求[N].中国青年报,2012-03-14(T03).
[2]刘亚敏,胡甲刚.我国专业学位研究生培养模式改革的动力机制探讨[J].学位与研究生教育,2016,(6):9-13.
[2]刘亚敏,胡甲刚.我国专业学位研究生培养模式改革的动力机制探讨[J].学位与研究生教育,2016,(6):9-13.