Investigation And Research On The Current Situation Of Curriculum Setting For Preschool Education In Secondary Vocational Schools

At present,as the country and society pay attention to and value pre-school education,my country's pre-school education is developing rapidly and steadily.There is still a large gap in the demand for pre-school education talents.The pre-school education major of secondary vocational education is to train pre-school education teachers.The main force.However,the quality of pre-school graduates in secondary vocational schools is not optimistic.According to surveys,pre-school education graduates of secondary vocational schools in my country generally have outstanding problems such as lack of comprehensive professional ability,job adaptability,and career planning ability after employment.Although the reasons are comprehensive and multifaceted,the irrational curriculum setting in the preschool education professional training program of secondary vocational education is also an important influencing factor.Facing the dilemma that the quality of pre-school professional training in secondary vocational schools is worrying,this research starts with specific investigations and studies to understand the actual situation of pre-school curriculum in Tibet,explores the main problems and their causes,and combines existing research and practical investigations.My own relevant improvement suggestions and reflections will guide the pre-school education major of secondary vocational education to set up scientific and reasonable courses in order to improve the talent training plan,better promote the training of Tibetan kindergarten teachers and promote the development of the school.This research mainly carried out specific research through various methods such as questionnaire method,interview method and document method.The questionnaire survey elaborated the current situation of the pre-school professional curriculum in Tibet from the perspective of training specifications and objectives,the overall view of the curriculum,the arrangement of curriculum content and the effect of implementation.Then combined with the vocational ability education thought,analyze the current situation of the pre-school curriculum of Tibet secondary vocational school,compare the vocational requirements of the secondary vocational school and the curriculum setting and analyze in depth,and combine the overall attitude of the students to the curriculum setting to find the pre-school curriculum setting of the secondary vocational school The main problem exists.Furthermore,taking the preschool education major of Tibet Z Secondary Vocational and Technical School as a case,it combines interview methods,questionnaire surveys and text analysis methods,and on the basis of longitudinal analysis and comparison of the professional talent training programs of the case objects,the major 345 students were randomly selected for the grade level to conduct a questionnaire survey.From the rationality of the curriculum structure and goals,and the importance of the curriculum for advancement and employment,understand the students' overall view of the curriculum;from the amount of class hours arranged and the content of the curriculum that students are interested in Investigate the rationality of the curriculum content and the degree of difficulty of the learning content to the students;investigate the students' evaluation of the implementation of the curriculum in terms of the importance of the curriculum,the satisfaction of the class time and content arrangement,the learning effect and reasons,and the degree of relevance to the kindergarten..This research also selected 6 preschool education major teachers as the interview subjects,through the interviews to understand the subject's curriculum structure,faculty,training construction,curriculum content,and campus-school cooperation.The survey results show that the main problems existing in the pre-school education curriculum of secondary vocational schools are: the inaccurate positioning of the talent training program,the training direction is not clear enough;the overall construction of the curriculum is not perfect,and the curriculum structure is out of touch with the practical ability training;The curriculum is out of touch with the actual kindergarten,the separation of theory and practice is not integrated;there is a lack of unified curriculum implementation evaluation standards,and the importance of curriculum is not well understood;there is a lack of ethnic culture courses and bilingual education courses.Further analyze and summarize these existing problems,and conclude that the main influencing factors of these problems are: lack of new vocational education concepts that closely follow the times to lead the curriculum,no research and analysis of the curriculum settings,and failure to ensure the effective implementation of the curriculum.The system and formalism are serious,and the interpretation of national and local policies is not in place.Combining the existing research results and thinking,based on the employment-oriented and competency-based curriculum theory construction concepts,at the end of the thesis,relevant suggestions and reflections are put forward for the curriculum of the preschool education major of secondary vocational education: first,change ideas and concepts,and establish advanced professional capabilities The new concept of education and the correct and scientific view of modern children;second,to investigate the current Tibet's early childhood market talent vocational ability requirements to revise and clarify the training goals;third,to strengthen school-enterprise cooperation,close cooperation between kindergartens and schools,and communicate to build a bridge for continuing education;fourth,Reasonably design the curriculum structure,closely integrate theory and practice;fifth,improve the guarantee system for effective implementation of curriculum.From the aspects of teacher construction,teaching practice,training base,national policy,etc.,it puts forward the thinking about the preschool curriculum of Tibet secondary vocational school.