培養因材施教的幼兒教師－大陸66所高校幼兒教育專業人才培養方案分析

Cultivating Preschool Teachers' Ability to Teach Students According to Their Aptitude: An Analysis of the Talent Development Programs for Preschool Education Professionals in 66 Colleges and Universities across China

毛作祥(Zuoxiang Mao)

《人類發展與家庭學報》 23期 (2022/12) Pp. 99-140

https://doi.org/10.6246/JHDFS.202212_(23).0004

摘要

因材施教是2035年實現教育現代化所倚重的教育理念，能否在幼兒教育專業人才培養方案中體現關係重大。本研究在培養因材施教師資的理論基礎上，搜集2015－2020中國大陸的66所高校幼兒教育專業人才培養方案。分析發現，目前以因材施教為培養目標的高校極少，課程設置及教學進程安排對因材施教不夠重視，難以發揮觀察評量課程的最大效用。主要原因在於：僅將因材施教視為理念與原則，而非能力；沒有追蹤和拓展因材施教現代化的內涵；缺乏有效的觀察評量工具的支持，實難以提供教育活動設計所需資訊。研究建議，高校應與幼兒園合作，以《幼兒觀察評量系統》為基礎，編製符合需要的觀察評量工具；同時修訂人才培養方案，整合幼兒觀察評量與教育活動設計，把因材施教做為幼兒教育專業培養的核心能力。

關鍵字

人才培養方案 ； 因材施教 ； 幼兒觀察評量 ； 評量素養

並列摘要

Teaching students according to their aptitude (TSATTA) is a critical educational concept for the realization of education modernization by 2035. Therefore, whether TSATTA can be materialized in talent development programs for preschool education professionals is a matter of significant importance. Building on the theoretical basis of cultivating teachers' TSATTA ability, this study collected data on the talent development programs for preschool education professionals implemented in 66 colleges and universities across China between 2015 and 2020. Our analysis found that few colleges and universities have adopted TSATTA as the goal of talent development and that inadequate attention has been paid to TSATTA in the curriculum design and teaching schedule arrangement, thereby rendering it difficult to maximize the effect of course observation and assessment. The main reasons for these phenomena are as follows: TSATTA has merely been considered an idea and principle rather than an ability; no action has been taken to follow up on and expand the implications of TSATTA modernization; and without the support of effective observation and assessment tools, it is difficult to provide the information required for designing educational activities. Based on the results, this study suggests that colleges and universities should cooperate with kindergartens to develop observation and assessment tools that meet their needs based on the Observation and Assessment System for Young Children. Additionally, colleges and universities should revise their talent development programs by integrating the observation and assessment of young children into the design of educational activities and viewing TSATTA as the core competency to be developed among preschool education professionals.

並列關鍵字

talent development program ； teaching students according to their aptitude ； observation and assessment of young children ； assessment literacy

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