A Study On The Professional Quality And Improvement Of Preschool Education Students In Jiangxi Higher Vocational Colleges

With the transition from the third-level normal education to the second-level normal education,the pre-employment training of pre-primary education students in secondary normal schools and secondary vocational schools will gradually withdraw from the stage.It is necessary to strengthen the construction of pre-school education majors in higher vocational professional groups.In order to understand the professional qualities of preschool education students in Jiangxi Province,the author took 900 students from 3 vocational colleges that opened preschool education majors in Nanchang as the research object,and surveyed the vocational preschool education majors through questionnaires and interviews.The status of professional literacy and through the analysis of differences between groups,the relationship between professional qualities of pre-primary education students and demographic variables is obtained.That is,the professional qualities of pre-primary education students in vocational education have significant differences in household registration;Significant differences;significant differences in academic development planning;no significant differences in whether they are only children;significant differences in academic background;significant differences in preschool education experience.Attribution analysis through attribution theory and statistics reveals that there are three major problems in its professional literacy: in terms of autonomous learning,first,students’ poor learning commitment;second,students’ conceptual understanding bias;third,students Individual needs are lacking.Fourth,students lack a sense of professional identity.In terms of school training,first,the lack of professional culture in the school;second,the uneven allocation of school education resources;third,the improper connection of school curriculum settings;fourth,the creation of a class spiritual atmosphere is insufficient.In terms of social support,the influence of vocational education is weak;the professionalism of preschool teachers is not strong;the orientation of social values is high;and the expectations of professional development are not high.Then put forward targeted countermeasures to improve the professional quality of students in this major: autonomous learning,reform teaching,increase the learning interest of preschool education students;promote the idea,lay the ideological foundation for training preschool education students;self-development,encourage the training of preschool education Educate the individual needs of students;build confidence and strengthen self-identification of preschool education students.In terms of school training,sum up and improve to form a distinctive brand for preschool education majors;build resources to improve the supporting facilities for higher vocational colleges;scientifically set up a course system for preschool education majors;protect the people and create a higher vocational college to build nice environment for the school.In terms of social support,school-enterprise cooperation is used to build the means to build a preschool education major;quality assessment,supervision and intelligence support to build a preschool education major;policy orientation,focusing on material support to build a preschool education major;media promotion to stimulate the creation of preschool education majors Emotional support.