Xiong Jing, Kou Heung, Zhang Fang, Kong Weifeng
College of Pre-school Education, Jingzhou Institute of Technology, Jingzhou, China.
College of Textile, Clothing, and Art Design, Jingzhou Institute of Technology, Jingzhou, China.
Front Psychol. 2022 Aug 22;13:944173. doi: 10.3389/fpsyg.2022.944173. eCollection 2022.
In September 2020, the Ministry of Education and other nine departments issued the notice of "Action Plan for Improving the Quality of Vocational Education (2020-2023)" which emphasizes strong practical teaching. The state pays more and more attention to the quality of practical practice in higher vocational colleges. From the perspective of student satisfaction, this study explores the satisfaction of preschool education students on educational practice and related influencing factors, so as to carry out better educational practice and improve the quality of students' educational practice in colleges and universities. This study uses the questionnaire method, according to the existing literature and theory to build the results of self-compiled "higher vocational college students majoring in preschool education practice satisfaction and influencing factors questionnaire." A total of 463 students majoring in preschool education in higher vocational colleges were investigated. The following research results are obtained. 1. The overall satisfaction of students majoring in preschool education in higher vocational colleges to educational practice is above the average. In descending order of satisfaction question scores, other factors influencing student's satisfaction are the tutors in the educational practice park, the educational practice base, the content of educational practice, the management of educational practice, the tutors in the school of educational practice, and the time of educational practice. 2. For constructing the influencing factor model of educational practice satisfaction, it is found that the influencing factors of educational practice satisfaction are university management rational factors, support factors from the educational base, and students' own factors.
2020年9月，教育部等九部门印发《职业教育提质培优行动计划（2020—2023年）》通知，强调强化实践教学。国家越来越重视高职院校实践教学质量。本研究从学生满意度视角出发，探究学前教育专业学生对教育实习的满意度及相关影响因素，以便更好地开展教育实习，提高高校学生教育实习质量。本研究采用问卷调查法，依据现有文献和理论构建自编的《高职院校学前教育专业实习满意度及影响因素问卷》。共对463名高职院校学前教育专业学生进行调查，得出以下研究结果：1.高职院校学前教育专业学生对教育实习的总体满意度高于平均水平。按满意度问题得分从高到低排序，影响学生满意度的其他因素依次为教育实习园的指导教师、教育实习基地、教育实习内容、教育实习管理、教育实习学院的指导教师、教育实习时间。2.在构建教育实习满意度影响因素模型时发现，教育实习满意度的影响因素有学校管理合理性因素、教育基地支持因素和学生自身因素。
