Research On The Optimization Of Talent Training Mode Of Preschool Education Major In Higher Vocational Colleges In Underdeveloped Areas

With the implementation of the “comprehensive two-child” policy,the number of school-age children has increased sharply,and the scale of preschool education has expanded accordingly.Higher vocational colleges are the main front for cultivating high-quality preschool teachers,and the development of preschool education has reached unprecedented heights.Educational poverty alleviation is an important part of targeted poverty alleviation.In order to implement General Secretary Xi’s “Poverty alleviation requires intellectual support”,underdeveloped areas have accelerated the development of vocational education and implemented “one village,one kindergarten”and “9+3” free vocational education policies etc.The preschool education major of higher vocational colleges has ushered in a major opportunity,but it is also a major responsibility.For this reason,improving the training quality of pre-school education professionals in higher vocational colleges in underdeveloped regions is the main task at present.The research is based on competency-based education theory,stakeholder theory,and endogenous development theory,using literature research methods,questionnaire survey methods,interview analysis methods,comparative research methods and case research methods,and based on the four-element training objectives,training process,training system,and training evaluation of the talent training model.A total of 482 students from Sichuan Applied Technology Vocational College and Xichang Ethnic Early Childhood Teachers College in underdeveloped areas were selected to conduct a questionnaire survey,and 5 teachers were interviewed to investigate the status and current situation of the preschool education professional talent training model of higher vocational colleges in underdeveloped areas.The research found that there are mainly the following problems: unclear positioning of training objectives,lack of systematicity and rationality in the training process,unsound training system,single training subject,solidified training evaluation and assessment mechanism,and inflexible evaluation indicators.These problems have a direct impact on the training quality of localized kindergarten teachers in underdeveloped areas.At the same time,following the idea of "propose problems-analyze problems-summarize experience-solve problems",and based on the characteristics of regional development,draw lessons from advanced experiences in developed regions with high adaptability and feasibility,and select Guangdong Women’s Vocational and Technical College and Guangdong A total of 493 students from the Vocational College of Foreign Language Arts conducted a questionnaire survey and interviewed5 teachers to summarize the characteristics of training in developed areas and the enlightenment for underdeveloped areas.The research found that the development of developed regions has clear and specific training objectives,a more systematic training process,multiple training subjects,and a relatively complete training evaluation system,which can provide executable experience for underdeveloped regions from many aspects.Combining the unique regional characteristics of underdeveloped areas,learning from the training experience of developed areas,it is necessary to insist on constructing precise,specific and characteristic talent training for higher vocational preschool education professionals in underdeveloped areas.The establishment of a systematic,reasonable and scientific endogenous training process,adhere to the“school-policy-park” collaborative training mechanism and the establishment of a flexible and multi-evaluation system,and other suggestions to improve the quality of preschool teacher training in underdeveloped areas.Cultivating high-quality preschool teachers who meet the local needs of "ethnic characteristic" and "skills",and help in poverty alleviation through education.