Journal of Dali University ›› 2026, Vol. 11 ›› Issue (3): 1-.DOI: 10. 3969 / j. issn. 2096-2266. 2026. 03. 001

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Motivation, Logic and Measures: Research on the High-quality Construction of Curriculum Ideological
and Political Education in Preschool Education: Based on the Analysis of Preschool Pedagogy

Quan Ying   

  1. School of Preschool and Special Education, Kunming University
  • Online:2026-03-15 Published:2026-04-01

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Abstract:

Curriculum-based ideological and political education serves as a pivotal component for achieving connotative development
in preschool education program construction within the context of the new era. Therefore, by integrating the practice of curriculum
based ideological and political education in the core course "Principles of Preschool Education, " this study systematically explores the
driving forces, logic, and measures for high-quality implementation of curriculum-based ideological and political education in
preschool education programs. It is argued that curriculum-based ideological and political education not only possesses the general
value of promoting the integration of professional knowledge education with vocational competence but also holds unique value in
enhancing cultural adaptability and cultivating a high-quality preschool teacher workforce. High-quality curriculum-based ideological
and political education in preschool education programs must take the essential definition of education as its logical starting point. It
should satisfy the needs of multiple stakeholders: teachers, students, employers and society, by fostering comprehensive development
and nurturing educational dedication, while balancing the dual goals of cultivating "Good Teachers with Four Virtues" and promoting
social development. Subsequently, the practice of curriculum-based ideological and political education in preschool education
programs requires systematic design in terms of goal formulation, content selection, implementation approaches and evaluation
execution, so as to carry out brand-new development and reconstruction of teaching activities. Furthermore, it is necessary to sort out
educational elements from both the internal structure and external environment of the curriculum, and integrate professional knowledge
with these educational elements to achieve the effect of collaborative education.

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