1. Training Objectives and Orientations
The objective is to train pre-school educators to have outstanding practical skills, to equip them with the basic theories of pre-school education, giving them the professional skills needed in pre-school education, as well as strong practical education practice. This will enable them to become proficient in front-line teaching, management, research, publicity, publication, and training positions in urban and rural pre-school educational institutions, teacher training institutions, and educational administration departments. In addition, the students will be able to expand their knowledge scope and other abilities via the other elective courses they pick up while studying their programme.
The programme has two areas of orientations: Pre-school Education for Teachers and Pre-school Education Management.
The specific objectives for pre-school teacher training are as follows: the first is to have a good command of the knowledge and skills required for pre-school education, and to become familiar with the qualities and morals expected of teachers. The second is to have strong observational abilities in order to carefully monitor the children, organize and manage classes, and design and implement educational classroom activities. The third is to learn the basics of educational research, cooperation and reflection, proficiency in active learning, and to have the awareness and ability to promote self-development.
The specific objectives for pre-school management training are as follows: The first is to have a solid and systematic familiarity with the professional knowledge and skills required in pre-school education, and how to implement effective and scientific instruction, inspections, and assessments. The second is familiarity with relevant guidelines, policies, and rules of the Party and country, to be equipped with advanced education ideas, to keep up with the pace of reform, the ability to be innovative, and to be able to formulate and implement development plans and work plans in combination with the specific conditions of kindergartens or other institutions. The third is the ability to effectively manage pre-school education according to the basic knowledge and skills of the science of education, management, and psychology.
2. Curriculum Setup
The curriculum is set up to prioritize the practical needs associated with kindergarten education, and is based on the principle: “practical application ---- theoretical research”. Emphasis is placed on the integration of the basic theoretical, professional, instrumental, and practical nature of the courses, as well as on the connection between social development and the needs of the market in order to keep the course practical and accessible. The compulsory courses and optional courses are arranged to give a continuity and depth to the overall education experience. The courses are laid out in the following three modules: 1. Foundation course module: foundation courses in the field of education, including pedagogy and psychology; 2. Specialized foundation course module: foundation courses in the field of education, such as pre-school psychology and pre-school pedagogy; 3. Specialty course module, which includes compulsory courses and optional courses.
3. Teaching Team
With regard to course teaching and resource construction, we have employed experts in the field of pre-school education to act as chief editors and lecturers from famous universities such as Beijing Normal University, East China Normal University, Northeast Normal University, Shanghai Normal University, and Southwest University. At the same time, course teams are established by uniting distance education and multimedia experts, and the quality of each course and of the teaching is guaranteed. They are committed to assisting students to improve their professional skills and become excellent early childhood education experts while acquiring a higher level of education.
Junior College Programme
Fine Arts Education
The junior college programme in Fine Arts Education was first offered in 2009, and is an education programme that is also offered through distance education. The programme will equip students with a professional level education in the basic understanding of fine arts and a mastery of the basic theories of fine art, who will then be qualified for jobs in the primary education and teaching of the fine arts. At the same time, attention is given to helping students cultivate the practical and necessary professionals needed to engage in fine art related jobs.
After three years of study, the students will systematically obtain the basic skills needed in the field of fine art and a grasp of the basic knowledge and vocational skills necessary for relevant professions in the education and creation of fine art as well as art design.
Graduates will acquire the following knowledge.
1. Understanding of the basic principles of fine art design and education
2. Acquisition of basic modeling ability
3. Acquisition of skills in graphic design
Fine arts teachers of primary and middle schools, designers, producers, and choreographers with design firms, news offices, and publishing houses, art creation.
Principles for Course Design
The course is designed to offer practical instruction in basic art skills and includes courses designed to improve aesthetic knowledge.
Compulsory courses: English I(II), line drawing, sketching, color and still life painting, composition, decorative colors, logo and layout design, oil painting of landscapes and still life, traditional Chinese scenic painting, freehand brushwork of small flowers and birds, principles of aesthetics and art appreciation.
Optional courses: Chinese art history, Western art history, foundations of art appreciation, Chinese fine brushwork of flower-and-bird paintings, calligraphy, decorative patterns, animation production, teaching painting, design and life, composition, pedagogy, psychology, figure drawing, teaching children to create art, handicrafts, typography, display design, appreciation of Chinese and foreign architectural art, and computer aided graphic design (I,II).
Hardware & Facilities
Studios are equipped with sketchpads and easels in order to allow the students to focus on the instruction offered, such as line drawing, color theory, and composition, as well as to ensure the proper environment for creative design; computers, art studios, and other facilities are properly equipped to ensure the smooth progress of the courses.
Course leaders must meet the minimum requirement of an undergraduate education background in fine arts and have the ability to engage in teaching and teaching management positions overseeing fine arts courses, the ability to conduct online teaching, and familiarity with the characteristics of distance education.
Of the tutors, full-time tutors must have an educational background at or above the undergraduate level, and part-time tutors shall have at least an undergraduate educational background or have achieved minimum level of education and experience.