学前教育专业硕士实践创新能力培养

Cultivation of Practical Innovation Ability for Professional Master’s Degree Students in Preschool Education

摘要: 实践创新能力是学前教育专业硕士(专硕)的核心素养，关系到高层次应用型幼教人才的培养成效。为诊断当前专硕人才培养的困境，本研究基于协同育人理论与情境学习理论，使用自编问卷，对云南某高校学前教育专硕在读学生、培养单位导师和管理人员以及幼儿园一线教师进行了同步调查。研究发现，三方高度认同实践创新能力的重要性，但在人才培养中仍存在课程理论与实践结合不紧、实践环节创新引导不足、双导师协同不畅、产教融合较浅等问题。同时，学生在0至3岁托育、融合教育等领域自我效能感偏低，超半数学生未取得实践创新成果。针对上述问题，本文从课程体系重构、实践模式创新、导师共同体建设、产教融合深化及评价机制改革等方向，提出了系统性的改进对策。

Abstract: Practical innovation ability is a core competency for professional master’s degree students in preschool education (M.Ed.), which directly affects the quality of cultivating high-level applied early childhood education talents. Based on the collaborative education theory and situated learning theory, this study conducted a simultaneous survey using a self-developed questionnaire targeting current preschool education master’s students, their supervisors and program administrators, as well as frontline kindergarten teachers at a university in Yunnan Province. The findings showed that while all three groups highly recognized the importance of practical innovation ability, several problems persisted in talent cultivation, including a weak integration of curriculum theory with practice, insufficient guidance for innovation in practical training, poor collaboration between university and kindergarten supervisors, and shallow industry-education integration. Moreover, students reported low self-efficacy in areas such as infant and toddler care (ages 0~3) and inclusive education, and over half of the students had not achieved any practical innovation outcomes. In response to these issues, this paper proposes systematic improvement strategies focusing on curriculum system reconstruction, innovation in practice models, construction of supervisor communities, deeper industry-education integration, and reform of evaluation mechanisms.