 |
[email protected] |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
SUN Yanyong
Full-Text PDF
XML 48 Views
DOI:10.17265/2161-623X/2025.11.008
Hefei Normal University, Anhui, China
Play is the basic activity and main learning method for young children, and the future preschool teachers’ theoretical literacy in games and practical guidance capabilities are directly related to the all-round physical and mental development of young children. In response to the current problems in the teaching of the course “Preschool Children’s Games”—such as the lack of systematic planning of objectives, overemphasis on theory while neglecting practice in teaching content, single teaching methods, disconnection between theoretical classrooms and practical training, crude curriculum evaluation mechanisms, and backward practical training platforms and management systems—this paper proposes to reconstruct the curriculum system and improve the curriculum teaching guarantee mechanism. In terms of the curriculum system, it constructs a diversified and organically integrated curriculum objective, a “one-core, three-dimensional, four-stage” curriculum content framework, a teaching system of “learning by doing, thinking while learning, and innovating through thinking”, and a closed-loop evaluation mechanism for practical ability implementation featuring “five-party collaboration”. For curriculum teaching guarantee, specific suggestions are put forward from the aspects of constructing a university-kindergarten collaborative education mechanism, building a “double-qualified” teaching team, and developing resources and platforms. Through the construction of the teaching model for the course “Preschool Children’s Games” under the “Full Practice” concept, it is expected to enhance the effectiveness of the curriculum teaching of preschool education majors, thereby improving the quality of talent training in preschool education.
“Full Practice” concept, “Preschool Children’s Games”, curriculum teaching model
SUN Yanyong. (2025). Construction of the Teaching Model for the Course “Preschool Children’s Games” Under the “Full Practice” Concept. US-China Education Review A, November 2025, Vol. 15, No. 11, 790-798.
He, H. H. (2014). Clinical teaching practice model: A breakthrough in the reform of preschool teacher education. Research in Educational Development, 33(04), 35-40.
Hu, S., & Chang, Z. Y. (2025). Innovative construction and practice of the practical teaching system for application-oriented preschool education majors. Studies in Preschool Education, (08), 61-68.
Liu, Y. (2018). Reflections on the construction of practical teaching models for preschool education majors in colleges and universities under the “Full Practice” concept. Journal of Pingxiang University, 35(04), 105-108.
Ma, J. H., & Fan, L. N. (2021). Optimization strategies for practical teaching of preschool education majors under the OBE concept. Journal of Zhengzhou Normal Education, 10(05), 39-43.
Nong, L. H. (2014). Research on the teaching reform of the course “Teaching Aid Design and Production” in normal universities under the “Full Practice” concept. Journal of Qinzhou University, 29(12), 43-46.
Qin, J. L. (2006). Exploration of integrated practical courses for preschool education majors in normal universities under the “Full Practice” concept. Studies in Preschool Education, (01), 47-51.
Ren, C. M., & Yang, Y. (2025). Exploration of the curriculum teaching model for preschool education majors in normal universities under the “Full Practice” concept—Taking the course “Preschool Child Care” as an example. Journal of Heilongjiang Vocational Institute of Ecological Engineering, 38(03), 149-153+160.
Wang, H. M. (2017). A preliminary discussion on the reform of talent training for preschool education majors under the “Full Practice” concept. Journal of Daqing Normal University, 37(01), 93-96.
Wang, X. M. (2021). Exploration of practical teaching for preschool education majors in application-oriented universities under the “Full Practice” concept. New Curriculum Research, (21), 77-78.
Yang, Y. (2021). Problems and solutions in the curriculum teaching reform of “university-kindergarten” cooperation for preschool education majors in colleges and universities—Taking the course “Preschool Children’s Games” as an example. Education Observation, 10(12), 134-136.