Research On The Learning Efficacy Of The Professional Theory Courses Of The Students Majoring In Pre-school Education In Secondary Vocational Schools

Since the 12 th Five-Year Plan,pre-school education has entered a stage of rapid development,and the development of rural pre-school education in the difficult areas of the western and eastern regions has become the focus.Guizhou Province is located in the west and belongs to the difficult areas.Therefore,it has developed by leaps and bounds.There are data reality.It is precisely because of this important factor that Guizhou Province lacks a large number of qualified pre-school teachers at this stage.Pre-school education has become a good employment profession.Because of this,the number of middle-school teachers and students in Guizhou secondary vocational schools is This period has soared.However,most of the kindergarten teachers who entered the secondary vocational school had lower scores in the senior high school entrance examination and missed the high school.Therefore,the basic cultural level was mostly poor,so that most students had problems in the theoretical course learning during the learning process.Mainly for the professional theory curriculum learning efficacy,some students said that they do not understand,can`t use the knowledge they have learned in practice,some students said that they have no way to control their own learning behavior,can`t find effective in the professional theory classroom Learning methods,etc.,all of these factors have caused the low efficiency of the professional theory courses of the kindergarten teachers and students,which has led to many difficulties in their future employment.Therefore,in order to improve the learning efficacy of professional theory courses for kindergarten teachers and students,and improve the efficiency of their professional theory courses,researchers combine their own teaching experience and conscientious observations from the "knowledge and identity of vocational teachers and kindergarten teachers".Learning ability self-efficacy,"learning behavior self-efficacy","teacher teaching,parents,society's recognition of kindergarten teachers' professional" are investigated through questionnaires to find out the learning effectiveness of professional theory courses affecting kindergarten teachers and students.The main factors of sensation,and analysis and discussion of various influencing factors,according to the results of the research to propose corresponding educational countermeasures,I hope to help the future preschool education in secondary vocational schools,to contribute to the quality of kindergarten teachers,the quality of preschool educationThe questionnaires on the effectiveness of the professional theory course for kindergarten`s teacher of Secondary vocational school,and measured 218 students of the secondary vocational school students in Qian`nan Vocational School in Guizhou Province.Using a variety of statistical analysis methods to explore the theoretical dimensions and demographic variables of the professional theory of vocational teachers in secondary vocational schools.The results of the study show that: 1.The self-edited vocational and vocational teacher's professional theory curriculum learning efficacy questionnaire mainly includes the recognition and identity of the vocational school kindergarten teachers,"learning ability self-efficacy","learning behavior self-efficacy" "Teacher teaching,parents,society's recognition of the kindergarten teacher's professional four dimensions,exploratory factor analysis,confirmatory factor analysis show that the questionnaire has good reliability and validity,and can be used as a follow-up research tool.2.The professional understanding of the professional theory course of the middle school teachers and students,the sense of identity,and the sense of self-efficacy of learning ability.“The teacher's teaching,parents,and society have significant gender differences in the recognition of the kindergarten teacher's profession.The scores of the above three factors are significantly higher than the boys.3.The self-efficacy of non-class cadres' learning ability is significantly higher than that of class cadres.4.Urban students have a higher sense of professional identity than kindergarten students.5.The learning self-efficacy of students over 20 years old is significantly lower than that of 18-20 years old and 18,so the students' self-efficacy of learning;the teacher's teaching,parents,and society's recognition of kindergarten teachers' professional scores under 18 years old is significantly higher than 18-Students aged 20 and over.