Strategy Research On Improving The Practice Teaching System Of Preschool Education Major In Tibet

The purpose of practice teaching is to guide students to participate in practical activities personally,stimulate learning motivation and cultivate ability in practice.The development of preschool education in the new era has put forward higher requirements for the training of preschool teachers,which require preschool teachers to be reflective practitioners with learning initiative and innovative thinking.The training goal of preschool education major in the Tibet universities is to train high-quality applied talents to adapt to the high-quality development of preschool education in the new era for Tibet and other provinces.Therefore,it is urgent to grasp the overall situation of the practice teaching of preschool education in Tibet.This paper takes Tibet University,Tibet University for Nationalities and Lhasa Teachers' College,which offer preschool education major,as the research objects,and with the theoretical support of reflective practice theory and humanistic learning theory,this paper investigated and studied the practice teaching of preschool education in Tibet universities from the aspects of "practice teaching objectives","practice teaching content and implementation","practice teaching management" and "practice teaching safeguard",and through the text analysis of national preschool education policies and the documents related to the practice teaching of preschool education major in Tibet universities,to understand the present situation of the practice teaching system of preschool education major in Tibet universities.The results of this investigation showed that the practice teaching system has been initially established for preschool education major in Tibet universities,but there were still many problems.Firstly,the formulation of the practice teaching objectives was too general,operability was not strong.Secondly,the content of the practice teaching arrangement was not fully implemented,the concrete manifestation were the lack of pertinence in the practice teaching content and the insufficiency of time in the practice teaching.Thirdly,the practice teaching management system was not perfect.Fourthly,the safeguard of the practice teaching conditions were insufficient,mainly including the lack of teachers,the investment of the practice teaching funds was not sufficient and the construction of the practice teaching base was not strong.This paper analyzed the reasons for the problems existing in the practice teaching of preschool education major in Tibet universities from the perspectives of universities,teachers and students.Firstly,the cultivation concept of the practice teaching was not clear.Secondly,the practice teaching management mechanism was not perfect.Thirdly,the practice teaching resources were not sufficient,that were mainly due to the lack of professional teachers,the lack of construction funds support and the scientific construction of the practice teaching base was insufficient.Fourthly,students did not pay enough attention to the practice teaching.Therefore,this paper based on the actual situation in Tibet and drawing on successful experience at home and abroad,then puts forward strategic thinking on perfecting the construction of the practice teaching system of preschool education major in Tibet universities.Firstly,establish a scientific concept of talent training for preschool education.Secondly,the practice teaching content of preschool education major should be optimized,concretely including innovate the practice teaching content,strengthen the construction of practice courses by means of virtual reality technology and improve the implementation process of the practice teaching to ensure practice effect.Thirdly,perfect the practice teaching management mechanism.Fourthly,strengthen the safeguard of the practice teaching resources,mainly including speed up the training and introduction of professional teachers,improve the fund safeguard mechanism and strengthen the communication and cooperation between universities and bases.Fifthly,stimulate students' learning enthusiasm and initiative,highlight the cultivation of students' "ability-based" and professional beliefs.