大理大学学报 ›› 2026, Vol. 11 ›› Issue (3): 1-.DOI: 10. 3969 / j. issn. 2096-2266. 2026. 03. 001

• 思政课教育教学研究专栏 •    下一篇

动力、逻辑与举措：学前教育专业课程思政高质量建设研究
——基于《学前教育原理》的分析

权　迎   

  1. 昆明学院学前与特殊教育学院
  • 出版日期:2026-03-15 发布日期:2026-04-01
  • 作者简介:权迎，副教授，博士，主要从事课程思政、学前教育课程研究。
  • 基金资助:
    云南省哲学社会科学规划项目（YB2021037）；教育部学位与研究生教育发展中心主题案例项目（ZT-
    231139311）；云南省高校课程思政示范课重点培育项目（YJ-2021-29）

Motivation, Logic and Measures: Research on the High-quality Construction of Curriculum Ideological
and Political Education in Preschool Education: Based on the Analysis of Preschool Pedagogy

Quan Ying   

  1. School of Preschool and Special Education, Kunming University
  • Online:2026-03-15 Published:2026-04-01

PDF (PC)

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摘要：

课程思政是新时代背景下学前教育专业建设实现内涵式发展的关键一环。结合核心课程《学前教育原理》课程思政建
设实践，对学前教育专业课程思政高质量建设的动力、逻辑与举措进行系统探究。课程思政不仅具有促进专业知识教育与职
业素养相贯通的一般价值，还具有提升文化适应能力、培养高质量学前教师队伍的独特价值。学前教育专业课程思政高质量
建设要以教育的本质规定为逻辑起点，通过全面发展与教育情怀培育，以满足“教师—学生—用人单位—社会”多主体需求，以
协调好培养“四有好老师”与促进社会发展等多重关系；继而，学前教育专业课程思政实践需从目标制定、内容选择、实施方式、
评价施行等方面进行系统设计，以对教学进行全新开发和重构；此外，还要从课程内部结构和外部环境中梳理育人元素，将专
业知识与育人元素融合，以实现协同育人效果。

关键词:

Abstract:

Curriculum-based ideological and political education serves as a pivotal component for achieving connotative development
in preschool education program construction within the context of the new era. Therefore, by integrating the practice of curriculum
based ideological and political education in the core course "Principles of Preschool Education, " this study systematically explores the
driving forces, logic, and measures for high-quality implementation of curriculum-based ideological and political education in
preschool education programs. It is argued that curriculum-based ideological and political education not only possesses the general
value of promoting the integration of professional knowledge education with vocational competence but also holds unique value in
enhancing cultural adaptability and cultivating a high-quality preschool teacher workforce. High-quality curriculum-based ideological
and political education in preschool education programs must take the essential definition of education as its logical starting point. It
should satisfy the needs of multiple stakeholders: teachers, students, employers and society, by fostering comprehensive development
and nurturing educational dedication, while balancing the dual goals of cultivating "Good Teachers with Four Virtues" and promoting
social development. Subsequently, the practice of curriculum-based ideological and political education in preschool education
programs requires systematic design in terms of goal formulation, content selection, implementation approaches and evaluation
execution, so as to carry out brand-new development and reconstruction of teaching activities. Furthermore, it is necessary to sort out
educational elements from both the internal structure and external environment of the curriculum, and integrate professional knowledge
with these educational elements to achieve the effect of collaborative education.

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