In the new semester, the factors that affect the career development of preschool education graduates gradually enter people's field of vision. Schools should rely on vocational education courses to help students do well in internship, graduation and employment, and provide continuous intellectual support for the development of preschool education in China. The following are my collected papers, which are welcome for your reference and I hope to help you.

First, the concept of discrimination.

1. Preschool education major

In a word, preschool education is a major to train teachers for primary education in China. Primary education here refers to the educational process of cultivating students' living habits and instilling basic world outlook, outlook on life and values before primary school. In China's existing teaching system, preschool education is mainly to train professional teachers for kindergartens and other institutions.

In fact, preschool education has obvious practical characteristics. After entering the job, students need to decide their own teaching methods and teaching cycles according to different student conditions and school software and hardware factors, so as to adapt to the various demands of different schools and students for teacher teaching. From this point of view, students majoring in preschool education should have a very clear understanding of their upcoming career at the beginning or before graduation. It is best to practice effectively in the last semester of their study career, exercise their abilities and make corresponding preparations in practice and psychology.

2. Career development

In the context of this article, career development should be a course. During the career development of pre-school education graduates in the new semester, schools should consciously play an important role in guiding and helping students with career planning, and try their best to create practical conditions for students to help them better adapt to their jobs.

For preschool children, their study at school should be composed of two parts. The first stage is theoretical study. At this stage, students' learning is mainly in school. Through the teacher's explanation and demonstration, let them know the problems they may face in their work and accumulate basic knowledge for these problems. The second stage is practical learning, that is, under the guidance of the school's career development curriculum, students go to actual jobs through the organization and arrangement of the school, and get a comprehensive and objective understanding of the jobs and reality that preschool education majors will face through contact with children.

Second, several factors that affect the career development of preschool education graduates in the new semester

1. Objectively, the employment internships provided by the society for preschool education majors are too single and boring.

With the continuous popularization of higher education, and the highly unified syllabus and teaching methods of career development practice courses for preschool education graduates in China, there are more and more schools with practical tasks of career development courses in today's society, so more and more practical opportunities are needed. However, there are still few large-scale and formal pre-school education and employment internship opportunities provided by kindergartens in society. At the same time, because the daily work of kindergartens is centered around children, many schools often reach employment agreements with some labor-intensive enterprises to meet the relevant requirements of the state and the desire of preschool education graduates for career development practice courses, creating internship opportunities for students, which makes preschool education students unable to effectively exercise their skills during the internship. This highly single practice form frequently appears in many colleges and universities, and the reason is the result of the joint influence of subjective and objective factors. Society cannot provide a large number of effective jobs for schools, and schools cannot create their own jobs to adapt to students' social practice. Under the dual function, the practice form of school career development curriculum is relatively simple at present. This single practice can not only create opportunities for students' ability growth, but also endanger students' personal safety. In addition, students' study time at school is very precious. It is obviously a waste of time for students to spend a month or even months doing simple manual labor in the factory, and their professional skills in preschool education have also been abandoned.

2. Students' subjective interest in planning career development is not high.

It is found that the current pre-school education graduates are not interested in participating in the practical teaching of career development courses. The reason is that students can only complete their tasks in the classroom in their previous study career, and social practice is still a relatively unfamiliar field for them, and their own recognition of participating in practice is not high. In addition, the practical opportunities arranged by schools for students often go to factories to engage in manual labor, rather than going to kindergartens to exercise their professional abilities. Under the combined effect of two reasons, students are subjectively unwilling to participate in the practical teaching of career development curriculum arrangement for preschool education graduates.

Students' low interest in participating in practice will lead to poor practical teaching effect of school career development courses, and students will not be able to acquire due knowledge and improve their skills in this process. Even if some schools arrange students to engage in more meaningful practical work, students will doubt the fairness of this practical work because of the poor reputation accumulated in the workshop. However, once students have doubts about the school and think that there is something wrong with the school, it will make the school in a passive position in the arrangement of the whole practice teaching work, and it will be impossible to effectively supervise the students' behavior, which will lead to more and more complicated contradictions between teachers and students.

3. Academic circles lack the theoretical construction of professional development courses related to preschool education.

Although the practical teaching of career development courses is being carried out in almost all schools in China, there are no relevant teaching materials and theoretical standards for the career development courses of preschool education graduates in all local schools. Therefore, when carrying out relevant practical teaching, students and teachers will find that the existing theories cannot completely cover the practical teaching of career development courses for preschool education graduates in all schools, and there will be many problems that cannot be solved in the process.

Imperfect theoretical development will also affect the long-term development of practical teaching courses. As the forerunner of practice, theory and practice are interlinked. Only when the progress of practice provides important reference for theory and the development of theory provides effective guidance for practice can we promote the continuous development and progress of a cause. Teachers who teach career development courses in schools are often counselors or part-time teachers who are engaged in other teaching positions. These teachers all have their own jobs. Therefore, in the face of the teaching of career development courses, they tend to be lazy in thinking and action. Teachers will be lazy to think about how to improve the theoretical basis of this course. First, it has nothing to do with your job. More importantly, under the premise that the relevant curriculum standards of this course have been clearly standardized by the state, for this course,

Thirdly, some countermeasures to solve the practical problems of the current career development curriculum for pre-school education graduates.

1. In the new semester, create conditions to guide students to establish a sense of career development.

At present, the practice form of career development practice teaching for pre-school education graduates is relatively simple, and the single practice form has produced various contradictions and problems, which makes pre-school education graduates and the public doubt the employment practice of the school. In order to solve this problem, the relevant departments of the school should try to enrich the practice forms and arrange students to engage in different employment practices according to the characteristics of the school and the students' own reality.

In the past, the school couldn't find a practical job suitable for students because the school was not open-minded on this issue. In fact, many companies in the society need some interns now, but their recruitment is independent, and the number of employers in a single unit is relatively small. At the same time, employers are often not related to the employment practice of schools. For example, Procter & Gamble needs interns every summer and winter vacation to work as assistants and interns in the company's internal operations. According to statistics, the gap in actual work like this is still relatively large. If students can participate in these employment practices, they can avoid entering the factory to engage in simple manual labor.

Therefore, the school's employment guidance department and teachers of career development courses should not be afraid of the complexity of their work. They should establish contact with as many relevant companies and enterprises as possible, and keep good relations with these enterprises when students are engaged in employment practice. While understanding the needs of enterprises, we recommend a group of students to enter the company, engage in internships, participate in company operations, split students and arrange employment internships in different companies.

2. Adjust the reward and punishment mechanism, guide students to participate in school courses, and stimulate students' interest in participating.

It is an indisputable fact that students are unwilling to participate in the practical teaching of career development courses at present. In order to stimulate students' interest in participating in practice, schools should set reward conditions and formulate reference assessment standards for students' employment practice. Those students who have performed well in employment practice will play a good role in promoting their employment practice if they can get special rewards from the school. In the setting of reward conditions, we should adhere to the three principles of objectivity, fairness and operability, so that students can have trust in the set assessment standards, and urge them to work harder in their practical posts, enrich themselves and achieve the expected results.

3. Organize teaching and scientific research.

Theory is the forerunner of practice. Teachers in charge of pre-school graduates' career development courses in various schools should consciously shoulder the important responsibility of enriching relevant theories, because the textbooks of pre-school graduates' career development courses in China are universal at present, but the actual conditions of various schools and even departments are different, and different theoretical perfection and norms are formulated according to their different actual conditions. It is every teacher's responsibility to help students better practice career development courses and help them better gain the growth of their ability and experience. We shouldn't give up just because this job can't bring them practical benefits. As far as schools are concerned, teachers should be given fixed support and encouragement, and teachers should be urged to improve the relevant theories and norms in this regard, so that teachers can not do useless work and give them affirmation.

Four. conclusion

The increasingly severe employment situation of pre-school education graduates makes many students need to practice courses related to career development in the process of school study. As far as the development of related courses is concerned, especially the development of practical teaching, there are still many places that can be improved. Schools, teachers and students should make joint efforts to promote the continuous development of practical teaching of pre-school graduates' career development courses.

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