First, the status quo and causes of the practical curriculum system of preschool education in higher vocational colleges
In recent years, under the background of basic education reform, the school has paid special attention to the reform and development of preschool education curriculum, and made bold attempts and explorations in the professional practice of preschool education and the examination of students' preschool education skills, which has achieved certain results, but there are still some shortcomings. For example, many theoretical courses are deep, mostly in the form of classroom teaching. Moral education courses, basic cultural courses and specialized pre-school education courses take up a lot of teaching time of students, and the course content is out of touch with the reality of pre-school education, and the practice is not strong, and the practice link is not paid enough attention, so the practice course is opened late. Concentrated practice in the educational practice course, which accounts for a small part of the total class hours, is beneficial to the management of the school, but it is easy to cause the disconnection between theoretical study and practical exercise, and it is impossible to understand and digest theoretical knowledge in real time, so as to make learning useful and middle school useful. In addition, when the school arranges the internship time, it is in the graduation season every year and should be adjusted according to the actual situation. Too frequent and irregular will greatly reduce the effect of educational practice courses. The cultivation of comprehensive qualities such as art and physical skills is not strong enough. Speaking, singing, singing, dancing and drawing to students can inspire children's practical skills in enlightenment education. The course time is short, the hardware is insufficient and the form is single. In the increasingly severe employment situation, if kindergarten teachers in higher vocational colleges do not have rich practical experience and solid professional skills, such a professional practice curriculum system will be difficult to meet the requirements of society and employers.
In view of the current situation, the reasons may be as follows.
1. There is a deviation in the orientation of the training goal of "prospective teachers" in preschool education.
For students majoring in preschool education, we should first treat them as "people", and their first need is to acquire survival skills. Once you choose a pre-school education career, the school must first teach students survival skills, that is, teaching skills. Only by positioning the training goal and defining "what to teach", "how to teach" and "how to teach" can we further consider the realization of students' self-worth as a complete person. At the same time, we should take the characteristics and needs of children as the basic starting point and think about the professional preparation that kindergarten teachers should do around the development of children. Judging from the current goal orientation of preschool education, it still embodies the traditional concept of "shaping" teachers. The so-called "shaping" is to change the shape of things into the shape that people expect subjectively by relying on external forces. This is a view that does not consider the physical and mental development needs of the molded person and the normal growth process as a complete "person". Obviously, this concept idealizes the training objectives, homogenizes the training objects, formats the training paths and simplifies the training methods. Therefore, the deviation of goal orientation will inevitably affect the disconnection between theory and practical application in practical curriculum.
2. The theoretical and practical courses of preschool education are not well connected.
For a long time, the pre-service training of preschool teachers in higher vocational colleges has generally emphasized theory over practice, skills over ideas, and academic qualifications over ability. Specifically, there are many professional theoretical courses, from theory to theory, less attention is paid to practical training, and there is a lack of updated guidance for the whole practical concept. It is difficult to train teachers who adapt to society and modern preschool education. The existing courses are divorced from reality, the practical courses are weak, the professional skills courses are not targeted, the course contents are repetitive, the contents are not systematic, the hardware resources of teaching practice are scarce, the teaching effect of practical courses is not ideal, and the influence of hidden courses on training objectives is ignored. The curriculum system of preschool education in higher vocational colleges mostly follows the curriculum system of normal schools or teachers' colleges. There are many public basic courses and professional basic courses, but few professional practice courses are arranged. The disadvantages of this curriculum system are that practical courses are attached to theoretical courses, the courses overlap, all parties generally do not attach importance to practical links, theoretical knowledge is deep and old, and students' skills and specialties are not too hard.
3. The teaching process of practical courses lacks standardization and operability.
The current educational practice is "task-based", and the requirements for students are broad and general, too macro, and poor in operability, which is suspected of going through the motions and perfunctory forms. Preschool students are often passively stylized by exercise plans in routine exercises, lacking in on-site exercises and practice communication in situations. The practice course of preschool education has no overall framework arrangement, such as practice content, practice form, class schedule, organization and management, etc., and there is no clear system design, which is arbitrary. There are no specific operating rules, implementation norms and evaluation standards for students' career ideal education, psychology, teaching methods and organizational design of game activities. This makes students mainly attend classes, observe and take care of children's daily life, and assist teachers in daily work such as teaching and management. It is difficult for a short internship to achieve the original intention of learning. This situation not only weakens students' interest in educational practice, but also reduces the running level of practical education management in higher vocational colleges.
Second, the path suggestion of constructing the practical curriculum system of preschool education specialty
According to the requirements of the training level and objectives of preschool education, a whole-course practical teaching system with preschool teachers' educational skills as the core is constructed from the aspects of practical teaching objectives and contents, practical teaching conditions, practical teaching management and practical teaching assessment. Through systematic training, students can have the practical ability of kindergarten front-line education and teaching when they graduate.
1. Change ideas and improve the teaching status of professional practical skills courses.
The object of preschool education is children, and its teaching ability and effect depend on children's feelings and recognition of their words and deeds. Although public culture class plays a fundamental role in improving teachers' cultural accomplishment, from the perspective of children's cognition, the image of being good at singing and dancing and caring may be more in line with the role orientation of preschool education. Therefore, in the overall arrangement of pre-school education courses, we should change our concepts, emphasize practicality in teaching content, ability in educational objectives, interaction in educational methods, richness and feedback in teaching effect, and pay equal attention to theory and practice, so as to continuously improve the important position of professional practical skills courses in the curriculum training system. In addition to retaining the necessary basic cultural courses, it is necessary to extend the whole course from time to time, arrange more practical projects, comprehensively integrate the contents, expand students' practical ability by means of experiments, practical training and internships, and expand in all directions in space, so as to fully cultivate students' practical ability in the whole process through school classroom teaching, specific situation teaching and outdoor practice venues. In short, we should fully absorb ideas, comprehensively integrate the curriculum system, and strive to form a good atmosphere in which practical courses are eclectic and practical training situations are everywhere.
2. Highlight the characteristics of preschool education and optimize the curriculum structure system.
Follow the laws of children's own physical and mental growth and scientific cognition, carefully study the laws of preschool education, establish an open and dynamic curriculum system based on the characteristics of preschool education, integrate theoretical courses, and increase the proportion of practical courses. By offering practical elective courses, such as role games, entertainment games, sports games, children's rhythm, dance, painting, children's information education, safety education, environmental education, emotional education, sex education and so on. Students can pay attention to the age differences, individual development differences and cultural background differences among children according to their own interests and needs, foster strengths and avoid weaknesses, and freely choose different courses. In short, the research and development of professional practice courses should not only consider the whole process of practice courses from a macro perspective, but also consider the setting of practice courses from a micro perspective, and tap the practical implications of existing courses such as general courses, professional basic courses, professional main courses and elective courses, so as to enhance practical education and enable students to expand their abilities and enhance their practical wisdom in continuous practical education.
3. Strengthen the refinement and operability of practical teaching operation system.
It is very important for kindergarten teachers to adopt appropriate teaching methods for children in the primary stage. Students should not only have the qualities that ordinary teachers should have, but also have special vocational skills such as art and sports. These skills can be roughly divided into basic skills and comprehensive skills. The basic skills mainly include singing, playing the piano, dancing, painting, handcraft, oral expression and operation. Comprehensive skills mainly refer to learning ability, teaching ability and management ability. The above skills are mainly cultivated by strengthening the management of practical teaching plans. According to the training plan of professional talents, the teaching outline of practical courses is formulated, and the course nature, main contents, objectives and requirements, class hours distribution, teaching forms and means, teaching implementation conditions and assessment requirements are clear, which is operable and targeted to cultivate students' educational and teaching skills.
4. Gradually establish and improve the evaluation system of practical courses and improve the original training mode.
In order to guide students to carry out targeted practical skills training, we should formulate the "Assessment Standard for Teaching Basic Skills of Preschool Education Students", and stipulate the assessment items, assessment methods and performance evaluation methods. Through course assessment, skill display, competition activities, kindergarten practice, etc., students' skills are evaluated, and students' innovative ability is cultivated, and skills are transformed into professional ability. In particular, process evaluation should be introduced to stimulate and guide students' innovative spirit and practical ability with evaluation indicators such as mastery of subject content, students' learning situation, teaching strategies, learning environment, communication ability, ability to plan and organize teaching activities, cooperation spirit and professionalism. Strengthening the construction of off-campus practice base and system, making full use of off-campus resources, meeting the requirements of various practical teaching links, perfecting the training mode and highlighting practice are the premise, intermediary and destination of internalization of learning subjects and knowledge reconstruction, so as to improve students' skills while serving kindergartens and achieve a win-win situation.
In short, the practical curriculum system of preschool education major in higher vocational colleges systematically locates and arranges all practical links of the whole curriculum, striving to maximize the benefit of practical teaching, laying a foundation for promoting the professional development of preschool teachers and providing a solid guarantee for cultivating qualified teachers.