Research On The Learning Adaptability Of Students Majoring In Preschool Education In Guangxi Secondary Vocational Schools

The vocational education,as an important integral part of the national education system,has cultivated a large number of skilled labor talents for the country and society.In2010,China launched the "National Medium and Long-term Education Reform and Development Plan Outline(2010-2020)".Since the promulgation of the "outline of educational planning",in order to solve the problem of kindergarten teachers shortage,the preschool education major of secondary vocational schools has trained a large number of prospective kindergarten teachers for the society.The source of students majoring in pre-school education in secondary vocational schools is mainly junior high school graduates.During the transition from receiving general elementary education to receiving vocational education,they may have some problems in adapting the learning.In order to enable students to better transition from receiving ordinary elementary education to receiving vocational education,improve themselves and thereby improving the quality of future kindergarten teachers,it is necessary to pay attention to the learning adaptability of students majoring in pre-school education in secondary vocational schools.At present,there are not many studies on the learning adaptability of secondary vocational students,and there are even fewer studies on the learning adaptability of students majoring in preschool education in secondary vocational schools.In the theoretical part,this study analyzes the concept and dimensions of learning adaptability,and points out that learning adaptability,as an individual’s ability to make psychological and behavioral adjustments according to the changes of learning environment,can be divided into two dimensions: learning attitude,learning motivation,psychological adaptation to stress and adoption of learning methods,help seeking for learning problems,utilization of learning resources,and behavioral adaptation of learning environment selection.The basic requirements of learning adaptability of preschool education majors in secondary vocational schools are analyzed and explained.In the part of practical investigation,this study uses questionnaire survey and interview method,through issuing questionnaires to 364 preschool education students in a demonstration secondary vocational school in Qinzhou City,Guangxi Autonomous Region,and interviewing 8 preschool education students and 8 preschool education teachers randomly selected,it is found that the learning adaptability of preschool education students in secondary vocational schools in Guangxi is generally at a relatively adaptive level,and its good learning adaptability is manifested in: Learning motivation is more appropriate;Will adopt a positive pressure coping style;Pay attention to choosing suitable learning environment to adapt.Poor learning adaptability is manifested as follows: insufficient adaptation to the learning style of preschool education major in secondary vocational schools;Insufficient communication between teachers and students on learning problems;The use of learning resources is not high.This study analyzes the influencing factors of preschool education students’ learning adaptability in Guangxi secondary vocational schools from the aspects of schools,teachers,students and parents.The school mainly includes: the setting of professional courses and the arrangement of internship plans;Classroom teaching quality;Creation of learning environment.Teachers mainly include: teachers’ professional education for students;Teachers’ requirements for students’ learning discipline;The relationship between teachers and students.Students mainly include: the degree of recognition of preschool education major;Individual differences of students.Family aspects mainly include: parents’ understanding of preschool education specialty;Parents’ educational concepts.In view of the above influencing factors,four suggestions are made in this research.For schools: The first is to arrange courses reasonably and attach importance to teacher ethics education and teacher skill training for students.The second is to strengthen supervision on teaching and ensure a good classroom learning atmosphere.The third is to focus on environmental creation and create a good learning environment.The fourth is to strengthen the relationship between home and school,and enhance education concepts of parents.For teachers: The first is to actively carry out professional education when students enter school.The second is to strictly require students to abide by learning discipline.The third is to actively communicate with students and give guidance on learning methods.The fourth is to do a good job of personalized education for students.For students: The first is to improve the recognition of preschool education major.The second is to enhance the autonomy and initiative in learning.The third is to learn to make full use of various learning resources.The fourth is to focus on the use of diverse learning methods.For Parents : The first is to strengthen the understanding of preschool education major.The second is to increase the co-education between home and school,and cultivate the consciousness of educating students together.