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托幼一体化背景下“学前儿童保育学”课程教学改革研究——基于OBE理念的实践探索

Research on Curriculum Reform of “Preschool Childcare” under the Background of Nursery-Kindergarten Integration: A Practical Exploration Based on OBE Concept

王丽娟

Education Study / 2026,8(7): 849-855 / 2026-07-29 7 0

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• Information:

  桂林学院，桂林

• Keywords:
  Nursery-kindergarten integration; OBE concept; Preschool Childcare; Curriculum reform
  托幼一体化; OBE理念; 学前儿童保育学; 课程改革
• Abstract: The intensification of declining birthrate and aging population has elevated nursery-kindergarten integration to a strategic choice for China’s educational structural transformation and resource allocation optimization. However, current preschool education talent cultivation remains predominantly focused on the 3–6 age group, failing to adequately address the demand for integrated 0–6 childcare competencies required by nursery-kindergarten institutions. As a core professional course, Preschool Childcare exhibits a state of “disembedding” from the nursery-kindergarten integration framework in terms of curriculum objectives, content systems, and teaching methodologies. Existing reforms remain largely piecemeal and have yet to form systematic solutions. To address this, the study adopts the OBE concept as its theoretical framework, following the logical progression of “outcome-oriented, reverse design, and continuous improvement” to implement systematic curriculum reform for Preschool Childcare. At the practical level, the reform reconstructs job-competence-oriented curriculum objectives, integrates 0–6 continuum course content, and establishes a multi-feedback evaluation system, thereby exploring an actionable curriculum reform pathway. Furthermore, the study proposes continuous improvement strategies from three dimensions: interdisciplinary faculty team building, deepening of university-enterprise collaborative education platforms, and optimization of practical teaching systems, with the aim of providing references for the nursery-kindergarten integration transformation of similar courses. 少子化与老龄化趋势持续加剧，使托幼一体化成为我国教育结构转型与教育资源配置优化的战略选择。然而，当前学前教育专业人才培养仍以3～6岁幼儿阶段为主，难以回应托幼机构对0～6岁一体化保育能力的用人需求。作为专业核心课程的“学前儿童保育学”，在课程目标、内容体系与教学方法上均呈现“托幼脱嵌”状态，现有改革多为局部改良，尚未形成系统性的优化方案。为此，本研究以OBE理念为理论框架，遵循“产出导向—反向设计—持续改进”的逻辑进路，对“学前儿童保育学”课程进行系统性的教学改革。在实践层面，通过重构以岗位胜任力为导向的课程目标，整合0～6岁一体化的课程内容，构建多元反馈的评价体系，探索形成可操作的课程改革路径。并从跨学科师资团队建设、校企协同育人平台深化、实践教学体系优化三个维度提出持续改进策略，为同类课程的托幼一体化转型提供参考。
• DOI: 10.35534/es.0807148 (registering DOI)
• Cite: 王丽娟．托幼一体化背景下“学前儿童保育学”课程教学改革研究——基于OBE理念的实践探索［J］．教育研讨，2026，8（7）：849-855．