职教通讯Issue(4)：65-69,5.
高职学前教育专业"三师育人"模式的内涵阐释与体系构建
The"Three-Teacher Co-education"Model for Higher Vocational Preschool Colleges
摘要
Abstract
Against the dual backdrop of vocational education's Three-Teaching Reform and high-quality preschool education development,higher vocational preschool education encounters prominent bottlenecks:superficial industry-education integration,weak post matching capacity,and inadequate practical teaching depth.Guided by learning community theory and Tao Xingzhi's educational philosophy of collaborative learning,practice and self-cultivation,this research constructs a tripartite collaborative"Three-Teacher Co-education"mechanism consisting of campus full-time teachers,kindergarten instructors and student practitioners.It clarifies the core logic of coexistence,co-cultivation and common growth,and establishes a multi-level integrated education system covering macro ecological layout,meso institutional coordination and micro classroom implementation.The research provides theoretical support and practical paths for deepening industry-education integration and optimizing talent training quality in higher vocational preschool education.关键词
高职院校/学前教育/"三师育人"/学习共同体Key words
higher vocational colleges/preschool education/"Three-Teacher Co-education"/learning community分类
社会科学引用本文复制引用
何东亮,范永丽..高职学前教育专业"三师育人"模式的内涵阐释与体系构建[J].职教通讯,2026,(4):65-69,5.基金项目
2024年山西省职业教育教学改革与实践研究项目"基于'三教'改革的高职院校'三师育人'实践研究"(项目编号:202403134) （项目编号:202403134）
2024年山西省教育科学规划课题"高职高专行动学习课堂整体建构的实践研究"(项目编号:GH-240989) （项目编号:GH-240989）
