A Study on the Evaluation of the Goal Attainment Degree of the Professional Cultivation of Prospective Preschool Teachers in Higher Vocational Colleges against the Background of a Low Fertility Rate—Taking Knowledge and Skills as the Core
Year: 2025
Type: article
Abstract: 我国低生育率的持续加剧了学前教育供需结构的转变，对幼儿教师的专业素质提出了更高要求。高职院校作为我国幼儿教师培养的重要基地，其培养质量直接影响学前教育发展。本研究基于目标达成度理论框架，通过质性访谈与个案分析，对低生育率背景下高职院校准幼儿教师的专业知识与技能培养成效进行评价。研究发现：高职院校在幼儿心理学与教育学等理论课程的教学效果不足，导致学生知识迁移能力薄弱；技能培养中沟通、观察与评估能力亟待提升；人才培养方案滞后于托幼一体化趋势。对此建议优化课程体系，强化理论与实践衔接；构建“双轨制最近发展区”，实施多元化教学；构建互助平台，加强与优秀教师的交流与合作；构建“双导师”实践平台；完善继续教育机制。本研究为准幼儿教师培养提供实证依据，为高职院校应对低生育率挑战提出路径参考。The persistent low fertility rate in China has intensified the transformation of the supply-demand structure in preschool education, imposing higher requirements on the professional competencies of early childhood teachers. As a key training base for preschool teachers in China, higher vocational colleges directly influence the quality of preschool education through their training outcomes. This study evaluates the effectiveness of professional knowledge and skill cultivation for prospective preschool teachers in higher vocational colleges under the low fertility rate context, based on the goal attainment evaluation framework and employing qualitative interviews and case analysis. The findings reveal three critical issues: (1) insufficient teaching effectiveness in theoretical courses such as child psychology and pedagogy, leading to weak knowledge transfer abilities among students; (2) urgent need for improvement in communication, observation, and assessment skills during practical training; and (3) outdated talent cultivation programs that lag behind the trend of integration of childcare and preschool education. To address these challenges, the study proposes targeted recommendations: optimizing the curriculum system to strengthen the connection between theory and practice; constructing a “dual-dimensional zone of proximal development (ZPD)” and implementing diversified pedagogical approaches; establishing collaborative platforms to enhance interactions with experienced teachers; constructing a dual-mentor practical training system; and improving continuing education mechanisms. This research provides empirical evidence for the cultivation of prospective preschool teachers and offers strategic pathways for higher vocational colleges to navigate the challenges posed by the low fertility rate.
Source: Advances in Education
Author: 明微 李
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4411288751