Research On The Full Progress Educational Practice Curriculum In Preschool Education Major

Pre-school education major of Normal University provides qualified teachers for the development of pre-school education career. The course is the intermediary of the realization of the purpose of training qualified teachers, and as an organic part of educational curriculum the full educational practical curriculum is the core of practical course. The full educational practical course is evolved on the basis of traditional educational practice, based on system theory, cognitive psychology, and social learning theory, with the purpose of promoting prospective teachers’ professional skills according to their internal cognitive law, professional growth principle, pre-school teachers’ professional requirements and the educational demands for them. In the full educational practical curriculum, the practical teachers observe in a real educational context, participating, implementing and reflecting the teaching activities. It relies on the undergraduate talent training program design and progressively promotes the profession as a whole learning process from the perspective of the whole system to arrange educational practice curriculum.With the analysis of the connotation, characteristics, theoretical basis and the value orientation, the present paper uses questionnaires and interviews, supplemented by personal training program analysis, from the perspective of curriculum of educational practice plans, curriculum objectives, curriculum content, curriculum organization and implementation, curriculum evaluation to inspect and analyze the current situation of the pre-educational practice curriculum. Sorting out the logic of the theory of pre-school education practical curriculum, inspecting and analyzing the educational practice courses and exploring the construct on this basis to provide some inspirations for pre-school teachers’education courses and improve the training of high-quality pre-school teachers.The practical curriculum in full progress professional exploration of the pre-school education is constructed on the basis of theoretical analysis and practical visits. The full educational practice curriculum mainly contain education trainees who are scattered randomly, education internships who are required to experience the education and learning practice fully, and educational studies which focus on exploration and reflection. The plan setting for the full educational practices should be in accordance with college conditions and the actual situation, relying on the personnel training program and the entire learning process from the perspective of the whole system. During the whole learning process, it is also important that the educational practice curriculum should be arranged progressively and carried out in continuous optimization. The training objectives of the pre-school professionals are the objective of the full educational practice programs. These training objectives should reflect the concept and content requirements of The Kindergarten Teachers’ Professional Standards (Trials). In addition, its course objectives are for prospective teachers to achieve the conversion of their roles in education, to develop a professional and emotional attitude, to improve patronage capability, to accumulate knowledge of educational practice, and to generate the practical wisdom in education initially. All of these can lay a foundation for the engagement of the related pre-school education work in the future. There is another aspect worth our attention which is that the full educational practice courses have their focuses and layers for prospective teachers in different stages, namely, observation stage, engagement stage, and the full implementation stage. During these stages, the course content is required that prospective teachers should learn to observe, understand, experience, and reflect. And the curriculum content is mainly divided into eight modules which are observation of the children, conservation work, living link education in a day, playgroup activities, curriculum focusing on teaching and education, kindergarten environment creation, kindergarten management, and the cooperation of kindergarten and home. At the same time, the organization and implementation of the full educational practice courses emphasize the construction of early childhood education practice bases, the building of the full education practice community, and the scientific and effective organization and management of educational practice courses. In the end, the author depicts the evaluation of the full progress educational practice curriculum which includes evaluation subjects, contents, and patterns.The full value of pre-school education programs lies in the direction of reform which conforms to the pre-school curriculum of professional education practice. It is a natural choice to develop the practice wisdom of prospective teachers for the infant, because the full educational practice curriculum build a platform for the development of early childhood teachers’ professional learning community, and it also promotes the common development of prospective teachers, kindergarten teachers and university instructors. Then the last part of the present paper is a summary of the research which reflecting on its problems and clarifying the space for follow-up research.