摘 要
随着社会的进步，学前教育的重要性越来越受到人们的重视、尤其是中央于 2010年印发的《国家中长期教育改革和发展规划纲要（2010-2020 年）》中，学前教育被纳入其中，由此，学前教育事业的改革和发展不断得到深化。幼儿教师职业能力的提高成为衡量幼儿教育质量好坏的关键。高职高专学前教育专业是培养幼儿教师的重要基地，学前教育专业学生职业能力的发展直接关系到她（他）们成为幼儿教师后的综合素质，因此，研究高职高专学前教育专业学生职业能力的发展意义重大。
本研究以山西某高职高专学前教育专业的毕业生为研究对象，通过编制《幼儿教师职业能力调查问卷》，从幼儿教师的职业价值观、基本能力和专业能力三个维度对新入职幼儿教师的职业能力状况进行调查，并根据调查的结果分析其职业能力现状及存在的问题，寻找问题产生的原因，并提出高职高专学前教育专业学生职业能力培养的改进建议。本研究的研究方法主要采用了文献研究法、问卷调查法和访谈法。
本研究共分为五部分；第一部分：主要以我国高职高专学前教育专业发展的特点及现状为研究背景，对国内外幼儿教师职业能力、职前幼儿园教师的培养以及学前教育专业学生职业能力的构成等相关研究综述文献进行梳理，提出了本研究的研究思路和方法，并对重点概念进行了界定。
第二部分：主要围绕着幼儿园教师培养的理论基础和新课改下对幼儿教师专业素质与能力的新要求等，建构幼儿园教师职业能力的框架，包括：职业价值观、基本能力和专业能力。
第三部分：主要通过文献研究法、问卷调查法和访谈法，对该高职高专院校毕业后新入职的幼儿园教师的职业能力的状况进行调查分析，为后面高职高专学前教育专业在培养学生职业能力方面提供现实依据。
第四部分：主要是在调查分析现状及存在问题的基础上，从高职高专培养的源头上寻找并探讨造成学生职业能力发展不足的原因，主要包括：学前教育专业学生职业价值观的形成受到多种因素的制约；未能凸显高职教育的特点，学前教育专业人才培养定位模糊；课程设置对学生职业能力实现程度较低；教学方法一成不变，无法满足学生能力发展的需要；实训受限，且缺乏专业指导；考核评价体系不完善，无法对学生职业方向起到指导作用。
第五部分：主要在原因分析的基础上，针对学前教育专业职业能力培养中的不足与缺失提出一些改进建议：及时传递有效信息，帮助学生建立良好的职业价值观；结合高职高专教育的特点，确立明确的培养目标；设置合理的课程体系，支撑职业能力的形成和发展了；改革教师的教学方法，强化学生的专业能力训练；教育实践多样化，促进学生教育实践能力的发展；改革并完善考核评价体系，注重能力考核。
关键词：高职高专 学前教育专业 职业能力
Abstract
With the development of the society, the importance of preschool education isemphasized more and more, especially in the file the Outline of the National Program forLong - and Medium - Term Education Reform and Developmen（2010-2020），printed by the theCentral Committee of the Party in 2010, in which preschool education is brought into.
Therefore, the reform and development of preschool education are deepened greatly. Thevocational abilities have become the key to promoting the preschool education. The preschooleducation major in colleges or higher vocational colleges is the important base for training thekindergarten teachers and the students' vocational abilities development majoring in preschooleducation is directly related to the overall qualities of kindergarten teachers. Therefore, thestudy on the students' vocational abilities majoring in preschool education major has veryimportant significance.
This study takes the graduates majoring in preschool education major as the researchobjectives, by the questionnaire for the vocational abilities of pre-serve kindergarten teachersis carried out from the kindergarten teachers' vocational value conception, basic abilities andprofessional abilities. According to the analysis of the investigation result and the existingproblems, the causes are found out; the promotion suggestion for training the students'vocational abilities is put forward. This study mainly adopted literature research,questionnaire methods and interview method.
This study is divided into five parts.
Firstly, the preschool education major's development characteristics in the vocationalcolleges and teachers' college in our country is taken as the study background and groomedthe corresponding literature review about the teachers' vocational abilities home and abroad;the study of the train of thought and methods are put up with; some significant concepts aredefined.
Secondly, around the theoretical basis of training kindergarten teachers and the newrequirement for the kindergarten teachers professional qualities and abilities in the curriculumreform , the frame of the kindergarten teachers' vocational abilities is constructed includingvocational value conception, the basic and professional abilities.
hirdly, by means of literature research, questionnaire research and interview method, theinvestigation analysis for the newly-served kindergarten teachers who are the graduates of thiscolleges, which offered the realistic basis for training the students majoring in preschooleducation major.
In the fourth part, based on the analysis and the existing problems, the causes for the lackof the students' vocational abilities are found out and discussed including some featureslimiting the form of the students' vocational value concept, which can not reflect thecharacteristics of vocational education; the professional personnel training program andcurriculum design have underestimated the realization degree of the students' vocationalabilities; the teaching methods stays unchangeable, which can not reach the need of thestudents' abilities development; practical training is limited and lack of professional guidance;the system of assessment and evaluation is not ideal, which can not guide the students'vocational development orientation.
In the fifth part, on the basis of cause analysis, aiming at the lack and insufficiency in thevocational abilities training, some promotion suggestion is put up with; the efficientinformation must be transmitted in time; teachers should help the students set up goodvocational value concept; according to the characteristics of the higher vocational collegesand colleges education, some specific training goals are set up; the reasonable curriculumsystem must be set, which can support the form and development of vocational abilities; theteaching methods must be promoted, which can strengthen the students professional abilitiestraining; the practice muse be diversified, which can promote the students' practical abilities,the system of assessment and evaluation must be innovated and improved, and the abilitiesassessment must be emphasized.
Key words: vocational colleges, professional education major, vocational abilities
目 录
中文摘 要
Abstract
一、绪论
（一）选题缘由及意义
（二）文献综述
1、关于幼儿教师职业能力的研究
2、关于学前教育专业学生职业能力培养的研究
（三）相关概念的界定
1、高职高专学前教育专业学生
2、职业能力
（四）研究思路及方法
1、本研究的基本思路：
2、本文的研究方法：
二、幼儿教师职业能力构成的探讨
（一）幼儿园教师培养的理论基础
1、幼儿发展的特点
2、幼儿学习的本质
3、幼儿教师工作的本质
（二）新课改下对幼儿园教师专业素质与能力的新要求
1 、《幼儿园教师专业标准》中对幼儿教师的专业能力的新要求
2、幼儿园对学前教育专业学生职业能力的具体要求
（三）幼儿教师职业能力的构成
1、职业价值观
2、基本能力
3、专业能力
三、高职高专学前教育专业学生职业能力现状与存在的问题
（一）职业价值观： 热爱自己的职业，但对该职业的社会地位评价较低
（二）基本能力： 基本能胜任幼儿园的工作，但课件的制作与使用等方面仍有不足
（三）专业能力
1、幼儿园一日活动的组织与保育能力： 能顺利地组织幼儿的一日活动，但在处理突发事故等方面明显不足
2、 教学能力： 能顺利地进行教学活动，但在艺体技能的灵活运用等方面仍有较大的欠缺
3、沟通与协调能力： 能进行积极沟通，但在沟通时不够灵活
4、反思与发展能力： 能进行积极反思，但对自己职业生涯规划知之不多
四、高职高专学前教育专业学生职业能力存在问题的原因分析
（一）学前教育专业学生职业价值观的形成受到多种因素的制约
（二）未能凸显高职高专教育的特点，学前教育专业人才培养定位模糊
（三）课程设置对学生职业能力实现程度较低
（四） 教学方法一成不变，无法满足学生能力发展的需要
（五） 实践受限，且缺乏专业指导
（六） 考核评价体系不完善， 无法对学生职业方向起到指导作用
五、高职高专学前教育专业学生职业能力培养的改进建议
（一）及时传递有效信息，帮助学生建立良好的职业价值观
（二）结合高职高专教育的特点，确立明确的培养目标
（三）合理设置课程体系，支撑职业能力的形成和发展
（四）改革教师的教学方法，强化学生的专业能力训练
（五）教育实践多样化，促进学生教育实践能力的发展
（六）改革并完善考核评价体系，注重能力考核
参考文献
致 谢
