Innovation and Practice of the Teaching Model of "Disciplinary Integration, Contextual Connection, and Ideological-Political Integration" in the Preschool Education Program of Teacher Education Institutions — A Case Study of the "Science Education in Kind

Abstract

At present, the teacher education curriculum in preschool education programs at teacher training institutions faces several challenges, including insufficient integration of multidisciplinary knowledge, inadequate cultivation of higher-order abilities, and the lack of consistent integration of teacher ethics education throughout the teaching process. This paper proposes a teaching model based on "disciplinary integration, contextual connection, and ideological-political integration." The model embeds teacher ethics as the main thread throughout the curriculum, emphasizes content innovation by integrating traditional and emerging technologies, constructs a blended teaching model combining online and offline learning through a "one-line, three-learning, six-support" framework based on instructional design, builds an OBE (Outcome-Based Education) project-based learning support system with learning support as the key element, and establishes a student-centered, multi-dimensional evaluation system supported by value-added assessment. It bridges theory and practice in early childhood science education and promotes learning for application, aiming to cultivate students’ professional beliefs and professional competencies, and ultimately to develop high-quality, professional, and innovative early childhood educators.