A Study on the Cultivation of Microteaching Skills for Vocational Undergraduate Early Childhood Education Students: A Case Study of the Course "Social Education and Activity Guidance for Preschool Children"

Abstract

Microteaching is an important means of assessing the basic skills and teaching wisdom of preschool teachers. This paper takes the
course "Social Education and Activity Guidance for Preschool Children" as an example to explore the cultivation pathways for microteaching skills among vocational undergraduate early childhood education students. The article analyzes the necessity of cultivating microteaching
skills in enhancing employment competitiveness, improving educational and teaching abilities, and promoting the integration of theory and
practice. In response to existing problems in current training, such as low-quality activity design and lack of organizational skills, it proposes
cultivation strategies centered on three stages: pre-class preparation, in-class implementation, and post-class consolidation. These strategies
specifically include task-driven learning, simulated trial teaching, group peer assessment, teacher evaluation, and video reflection, aiming to
effectively enhance students' microteaching skills and professional competence.