关键词: 学前融合教育, 实践教学, 实践性知识, 培养模式, 高等教育, 课程改革

Abstract: With the deepening of inclusive education policies, the quality of practical teaching in preschool inclusive education in universities has become a key factor affecting the effectiveness of teacher training. Currently, undergraduate inclusive education practical teaching faces three challenges: the problems system continues the“theory first”model, leading to a disconnect between knowledge and action; practical teaching presents a fragmented state of“scattered, shallow, and disconnected”, lacking systematic design; the teaching staff has structural deficiencies such as a single disciplinary background and insufficient practical experience. Based on the operational logic of practical teaching, this article proposes that systematic reform should be carried out from three dimensions: reconstructing the modular curriculum system and promoting the deep integration of theory and practice; innovate the tiered practical teaching model and establish a progressive path of“observation participation leadership”; building a“dual teacher”teaching team to promote collaborative education between universities and frontline institutions. By constructing a systematic practical teaching system, an effective path is provided to improve the quality of undergraduate talent cultivation in preschool inclusive education.

Key words: Preschool inclusive education, Practical teaching, Practical knowledge, Cultivation mode, Higher education, Curriculum reform