1) preschool education major
学前教育专业
1.
As a basic technical course of the preschool education major,Solfeggio teaching is a key problem.
高职高专的学前教育专业主要培养全面和谐发展的、具备学前教育专业知识和实际工作能力的各类学前幼托机构、从事保教教育机构的教师以及相关教育行政部门的管理人员。
2.
By randomly selecting 348 samples of preschool education majors in Changsha Normal College,the authors analyzed the SCL-90 project,tested the reliability and validity and the established the SCL-90 norm compared with the national youth norm.
通过随机抽取长沙师范学校学前教育专业348名学生为样本,对SCL-90进行项目分析、信度和效度检验,并建立学生SCL-90的常模与全国青年常模作比较,结果表明:SCL-90的同质性信度为0。
3.
Students liberal arts background for preschool education major of normal universities leads to their weak foundation of scientific literacy.
高师学前教育专业学生的"文科出身背景"导致其科学素养基础薄弱,高师又缺乏对学前教育专业学生科学素养的关照,致使其当下的科学素养水平较低。
2) Preschool Education
学前教育专业
1.
Study on Construction of Practicing Base of Preschool Education
学前教育专业实践基地的建设
2.
In the light of this issue,a series of investigation and discussion have been done to promote the transformation of curriculum-teaching methodology in preschool education.
伴随我国学前教师教育结构转型,学前教育专业如何在"反思实践"理念下改革教学法课程,其理论依据、改革思路、主要特点、理想追求等都是值得深入探索的问题。
3.
The strong features of application and practice in preschool education major lead to the high requirements for training.
学前教育专业应用性、实践性较强的专业特点,对于实训教育的要求比较高。
3) pre-school education
学前教育专业
1.
aimed at present student′s weaken sense of social responsibility,the paper analyzes its cause and researches the experience and methods in teaching students major in pre-school education.
针对当代大学生责任感淡化这一不容乐观的现状,分析了大学生责任感淡化的原因,总结和探讨了学前教育专业在培养学生社会责任感方面的经验和方法,主要从提高学生的认知水平、实践、师资和育人环境等方面展开。
2.
Course reform in teachers colleges will make a big difference to pre-school education.
改革高师学前教育专业目前的课程体系已成为高师学前教育专业发展的大事。
4) pre-school education major
学前教育专业
1.
The educational plan for pre-school education major consists of four ability components: general occupational abilities;professional cognitive abilities;professional application abilities;and further development abilities.
学前教育专业人才培养方案从四个能力模块,即:一般从业能力、专业认知能力、专业应用能力和专业发展能力,系统建构学生的能力,从而凸现“学生专业能力结构”这一核心;并从课程实施的途径、课程管理及评价方面得以保证。
5) pre-school education in higher technical and vocational level
高职高专学前教育专业
1.
In comparison with students in secondary normal schools,students majoring pre-school education in higher technical and vocational level have more theoretical knowledge in education,but they are less talented in professional skills than the former.
以科学发展观为指导思想,对高职高专学前教育专业主要是五年一贯制学前教育专业建设及人才培养模式构想进行论证,侧重探讨技能培养和实践课程的构建及这种构建与社会的需求对理想人才培养的意义、价值。
6) undergraduates majored in preschool education
学前教育专业本科生
1.
This study is based on a survey of 357 undergraduates majored in preschool education in Beijing.
研究结果表明,(1)学前教育专业本科生更重视职业内在价值和外在报酬,而忽略职业外在价值;更注重生活方式和成就因素,而忽略职业的变动性以及管理和安全性因素。
补充资料：学前教育
见幼儿教育。
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条