Major Courses Of Early Education In Higher Vocational Colleges:Deconstruction And Reconstruction

With the wide spread of educational philosophy and in-depth study of brain science, neuroscience and psychology of science, early education has become the focus of public attention. As a professional setting early education "base", Higher vocational education institutions need to meet the social needs and the creation of specialized talent development programs. Based on this reality, from the early sight of major courses, starting with practice of specific vocational schools teacher education programs, along the early education curriculum theory, the status of early education curriculum, structural problems to the early education major courses, to reconstruct the early education major courses launched the context of this article.Firstly, theory to explain. Early education curriculum is the core of the talents training, the early education major courses must be under the guidance of advanced concepts, put forward scientific and practical system of early education major courses, to motivate teachers and students to participate in the major courses, to better develop and implementation of the major courses to improve the quality of teaching. Based on the understanding of basic concepts and theoretical of early education major courses, from the course objectives, course content, curriculum implementation, curriculum evaluation to explore four aspects of early education major courses. This thesis expand the discussion from the curriculum objectives of early education, location,source, orientation, system; curriculum content of early education, choice, organization, module; curriculum implementation of early education,teachers, students, schools, institutions; curriculum evaluation of early education,purpose, content, implementation.Secondly, question anatomy. Existing Problems of Early Education Curriculum in higher vocational colleges is generated in the course of development, is a result of various factors, and macro state and society, and the concept of the school, and the faculty and teachers have more or less, directly or indirectly related. Specific features:the state curriculum guide of early education is not enough, such as the lack of development policies, professional platform, professional qualifications and training system, course system; community to participate in early education programs is not deep, such as lack of parental involvement, early education sector participation is not enough, experts participate is not so much; institutions to develop curriculum for early education is not enough, such as the lack of scientific curriculum, course structure copy early childhood education, curriculum goals to accommodate the owners; and teachers insufficient awareness of early education curriculum.Thirdly, countermeasures deconstruction. After an in-depth structure of the problem and prescribe the appropriate proposed countermeasures. Macro level, "stones from other hills may serve to polish jade", drawing on international experience, draft national standards of early education; "trained its Ming men, seeking the Friends of the sound," pay attention exchanges and cooperation, agglomerate social consensus of early education; "scientific development, local conditions ", follow the laws of science, develop school-based curriculum of early education;" long-term, teacher-centered ", strengthen the professional knowledge, enhance the level of early education teachers. Microscopic aspects, construct specialized early education curriculum system of higher vocational colleges, from increasing the proportion of early education major courses; adding practical classes and make sure educational practice throughout the course of student learning; creating some elective courses, develop students’ personality; strengthen employer partnership; establishing an. effective evaluation system of early education curriculum.