A Study On Professional Identity Of Students Majoring In Preschool Education In Vocational High Schools

Preschool education is the foundation of life education,and plays an important role in the individual lifelong education system.Running preschool education well and realizing early childhood education is a major decision-making plan made by the Nineteenth National Congress of the Party,a major livelihood project for the people by the Party and the government,which is related to the healthy growth of hundreds of millions of children,social harmony and stability,and the future of the cause of the Party and the state.Nowadays,with the emergence of a series of relevant policies and regulations and the increasing financial investment in preschool education,the development of preschool education ushered in a new stage,but there are still many problems.Preschool education is still a major shortcoming in school education in China.In this context,this study combs and collates the previous surveys on students'professional identity.From the three dimensions of professional cognition,professional attitude and professional behavior,it studies and investigates the professional identity of students majoring in preschool education in vocational high schools,in order to analyze the existence Problemof professional identity of preschool education students in two schools in W County of Chongqing.Through the questionnaire survey of the subjects in this study,the sample data are analyzed by SPSS22.0.The conclusion is that the professional identity of pre-school education students in W County of Chongqing is in the upper middle level as a whole.In addition to the differences in professional identity between students of different genders are not obvious,there are significant differences in professional identity among students of different grades,different family locations,different family conditions,different roles and academic achievements.Based on questionnaires and interviews,the author analyzed the reasons for the status quo of professional identity of preschool education maj ors in vocational high schools from three aspects:students themselves,school professional learning environment and social environment.Self-factors include students'personal characteristics and students' motivation to apply for examinations;school factors include professional curriculum,school training mode,professional teachers'quality and so on.Psychological health education;social factors include preschool teachers'social status,teachers' labor intensity and external evaluation of preschool teachers.Based on the analysis of the status quo and influencing factors of professional identity of preschool education majors in Vocational High School in W County of Chongqing,the author puts forward that in the aspect of students themselves,we should establish students'correct professional values,clarify students' own understanding,plan professional growth path,strengthen practical ability training,and narrow the gap between theory and practice;in the aspect of schools,we need to establish a scientific curriculum system,increase students'practical opportunities,enhance the communication between students and pre-school teachers,strengthen the docking of academic qualifications,encourage students to improve their academic level,and promote the formation of a good learning atmosphere;for society,we should increase publicity,create a good social and psychological environment conducive to the development of preschool teachers,and improve the economic and social status of preschool education practitioners.Promote the legislative work of preschool education and promote the structural upgrading of vocational high schools.