Introduction: Change the current situation that the content of preschool education curriculum emphasizes theory, ignores practice and is vague and boring, embody the new concept of preschool education, and keep up with the pace of preschool education reform and development. I will discuss and analyze the practical exploration of preschool education and teaching reform in higher vocational colleges. Welcome to read!

As a compulsory professional core course for students majoring in preschool education in higher vocational colleges, the importance of preschool education is self-evident. However, for a long time, the teaching mode of preschool education is single, especially the teaching content is vague, which can not be closely combined with preschool education practice; Teachers' teaching methods are single, and traditional classroom teaching methods can't arouse students' learning enthusiasm; Teaching evaluation and assessment methods are one-sided and cannot truly reflect students' application ability and practical skills. In order to better combine the theory and practice of preschool education, under the guidance of the talent training plan and objectives of higher vocational education, the main contents and difficulties of the teaching reform of preschool education courses are: optimizing and updating the teaching content, implementing diversified practical teaching methods, and adopting multiple teaching evaluation models to improve the teaching quality of preschool education courses.

1 Teaching content reform

In order to change the current situation that the curriculum content of preschool education emphasizes theory over practice, is vague and boring, embodies the new concept of preschool education, and keeps pace with the reform and development of preschool education, we adhere to the advanced concept of employment-oriented, develop the curriculum system with the work content of professional posts as the guidance, cooperate with several preschool education groups to develop the curriculum content, and construct the curriculum system and teaching content of preschool education professional work process through typical task analysis, learning field induction and learning situation change design. In order to reflect the real working process of preschool teachers, we summarize the action areas based on the actual jobs. In this case, we determine the learning situation according to the professional ability requirements of preschool teachers' jobs, and determine the learning tasks with the real work tasks and workflow of preschool institutions as the carrier. In order to better reflect the project-oriented and task-oriented teaching, we redesigned the overall teaching design and unit teaching design of the course to better cultivate students' professional ability.

The following are our interviews with teachers and students after the reform.

Questioner: As a preschool education teacher, what do you think are your feelings and changes after the reform of teaching content?

Teacher representative: A large number of theoretical materials and cases should be prepared before the reform. After showing it in class, we found that students didn't like listening. The teacher made great efforts, but the teaching effect was not very satisfactory. Now the subject of classroom learning has become a student, and the teacher presents the students with situational tasks and asks them to complete them. Students' enthusiasm and practical ability have been greatly improved. As far as our teachers are concerned, we no longer stick to the fixed knowledge points in the classroom, and we no longer hold the idea that everything will be fine after explaining the theoretical knowledge, regardless of whether the students have mastered it or not, so our relationship with students is more harmonious, and students are more willing to be close to us. In addition, there is a deep feeling that we have added discussion and evaluation on the current hot issues of preschool education in the teaching content, which also puts forward higher requirements for our teachers, that is, we should keep pace with the times, update the concept of preschool education, pay attention to the development trend of preschool education practice, and keep learning and making progress.

Questioner: What is the biggest change for your students after the reform of teaching content?

Student representative: Before class, the teacher told us and we listened. At first, we listened carefully, but after a while, our students began to sleep, play mobile phones and make small moves. After a class, we feel that we have not remembered anything, learned nothing, and don't know what kindergarten teaching is like. Now the teacher let us practice, combined with multimedia courseware, we understand the current situation of kindergarten teachers and teaching, and make clear the ability and quality that we lack if we engage in preschool education in the future. So we like to learn knowledge and exercise ability in hands-on practice. Now we don't sleep or play mobile phones in class. Everyone is very serious and especially likes this course. In addition, some preschool experts often come to give us lessons, which makes us feel that we have learned a lot about kindergarten practice, got a preliminary understanding of the corporate culture and educational concepts of various preschool institutions, and made a lot of useful guidance for our employment.

2 Teaching method reform

Good teaching methods can stimulate students' interest and enthusiasm in learning. According to the investigation results of the current situation of preschool pedagogy teaching in our school, preschool pedagogy teachers have a good teaching attitude, spend a lot of time preparing lessons before class, spend a lot of time studying curriculum standards and textbooks, and look for extracurricular related materials, but the materials prepared are mostly teaching contents, and less consideration is given to students. To some extent, this shows that teachers' teaching concept needs to be improved, and teachers need to think deeply about what is effective teaching. On the other hand, teachers do not take targeted teaching according to students' learning characteristics, but blindly adopt traditional teaching methods, which are all in the form of traditional blackboard and chalk. Students' interest and enthusiasm in learning will naturally go from bad to worse. Students' learning ability is poor, and this single teaching method is undoubtedly worse. Moreover, the university is a professional teaching, and the pre-school education curriculum contains a lot of information, which makes it more difficult for students to learn, further aggravating the sense of helplessness in learning. Therefore, the reform of teaching methods is imminent.

In order to embody the integrated teaching mode of teaching, learning and doing, and change the single classroom teaching mode in the past, we adopt various teaching forms and methods such as case analysis, group discussion, scene teaching and simulation teaching to realize the integration and consistency between the learning process and the working process. Through the interview and investigation of sophomores majoring in preschool education, we can understand students' views on classroom teaching effect and new teaching methods. As far as students are concerned, they generally expect a relaxed, free, active and interesting classroom atmosphere, and prefer lively and practical teaching methods. Students can speak freely and experience for themselves. During the on-site training, they not only learned theoretical knowledge, but also improved their practical skills. After adopting the new teaching method, students' enthusiasm and interest in learning in the classroom have been enhanced, and they have changed from passive learners to masters of learning.

In addition, after determining the teaching reform plan, teachers' teaching concepts have changed to a great extent, and they are more willing to adopt new teaching methods, and students' comprehensive evaluation and satisfaction with teachers are higher; We also conducted an experiment on teaching reform for students, and randomly selected two classes led by a teacher to carry out the experiment, one of which adopted traditional teaching methods and the other adopted the teaching reform scheme. An experiment was conducted for one semester to quantitatively analyze the students' learning results. Finally, the research results verify that the students' learning attitude after the reform is more correct than before, and they are more active in classroom participation, homework completion and internship training, and their learning effect and academic performance have been greatly improved. As a teacher, we are deeply gratified by the effectiveness of this reform.

3 Teaching evaluation mode reform

In the past, the evaluation of preschool pedagogy courses was mainly based on the final exam, and a single summary evaluation was made, which failed to understand the students' gains in the learning process. In order to better mobilize the enthusiasm and initiative of students, it is necessary to increase the process assessment. Therefore, we adopt a dynamic evaluation method combining process evaluation and summative evaluation to evaluate students' learning effect from all directions and angles. Formative assessment is mainly composed of students' usual performance, ability training performance and kindergarten probation performance. The average score 10% is mainly used to assess students' basic learning literacy, including attendance, classroom discipline, classroom discussion and performance, learning attitude and homework completion. The ability training score is 20%, which mainly assesses students' self-presentation ability, writing ability and the completion of ability training projects. Among them, each student is required to hand in an assignment of research project results: paper assignment and electronic draft after group review. 30% of kindergarten students' probation results are mainly evaluated through probation observation and probation evaluation. 40% of the final exams (that is, final exams) pay attention to both basic knowledge and vocational skills in the arrangement of exam content, and take simulation and project practice as important contents of curriculum evaluation to avoid the shortage that pure theoretical exams are not conducive to the formation of students' practical ability.

After the reform of assessment methods, students' greatest feeling is that their practical skills have improved, rather than that they have learned nothing for a semester. Students generally report that they are no longer afraid of all kinds of vocational qualification examinations, become more confident, and are full of hope and grasp of employment prospects. This is also the ultimate goal and expectation of our teaching reform.

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