所谓“教学有效性”是指通过教师所实施的课堂教学活动,学生在教学过程中有所收获、进步、提高,学生获得相应的发展。也就是说,学生通过课堂教学的实施有无进步或发展是教学有没有效果的唯一指标。纵观高职学前儿童教育活动指导课的教学现状,教师的一部分教学行为出现了“无效”、“低效”的现象。相当一部分学前教育专业的学生设计、组织幼儿教育活动的能力较低,导致其毕业后很难尽快胜任工作岗位的需求。本文主要 The so-called “teaching effectiveness ” refers to the classroom teaching activities implemented by the teachers, students in the teaching process has been harvested, improved, improved, students get the appropriate development. In other words, whether or not students progress through their classroom instruction or development is the only indicator of whether teaching has any effect. Throughout the teaching status quo of preschool children’s educational activities in higher vocational colleges, part of the teaching behaviors of teachers appear “invalid” and “inefficient” phenomenon. A considerable number of pre-primary students have a lower ability to organize and organize early childhood education activities, resulting in difficulties in completing their job as soon as they graduate. This article mainly