Research On Professional Practice Ability Of Pre-school Undergraduates

At present,the development of preschool education and the cultivation of high-quality applied talents are the construction objectives of undergraduate major in preschool education.Improving professional practice ability is not only the internal demand of pre-school undergraduates,but also the external expectation of the country and society.However,at present,the actual training results of colleges and universities are unsatisfactory,and there is little research on this field.Based on social learning theory and situational learning theory,this study comprehensively uses literature analysis method,questionnaire survey method and case interview method to study the present situation of professional practice ability of preschool education undergraduates.A whole machine random sampling method was used to investigate the senior and graduate students of preschool education major in local H universities.An in-depth investigation was carried out on kindergarten directors,excellent kindergarten teachers and H pre-school undergraduates through semi-structured interviews.Besides,SPSS software is used to organize and analyze the questionnaire data.According to the survey results,there are many problems H the general level of professional practice ability of pre-school undergraduates.It is embodied in:insufficient ability to deal with emergencies;lack of flexibility and creativity in environment creation;lack of innovation and practicability in game design;obvious defects in interpersonal communication and communication and cooperation;serious short board of reflection and development ability,which needs to be improved urgently.SPSS software analysis found that professional theory courses,on-campus practical activities,off-campus practical courses and students’ emotional attitude and professional practical ability are positively related,which is part of the cause of professional practical ability.In view of the investigation and research results,combined with the relevant theoretical basis and previous research experience,this paper puts forward five promotion strategies from five aspects: training goal,professional theory course,practice activity in school,practice course outside school and students’ emotional attitude.