Research on Curriculum Reform Pathways for Cultivating Family Education Guidance Competence in Primary Education Teacher Candidates from the Perspective of Curriculum Ideological and Political Education

Abstract

This study systematically explores the cultivation pathways for family education guidance competence among primary education teacher candidates based on the concept of curriculum ideological and political education. By analyzing policy requirements such as the “Professional Competence Standards for Teacher Candidates in Primary Education (Trial)” (hereafter referred to as the “Competence Standards”), it elucidates the value significance of integrating curriculum ideological and political education into the cultivation of family education guidance competence. It proposes the construction of a tripartite curriculum objective system encompassing “value guidance-methodological training-practical application.” Addressing current issues in cultivation, including fragmented curricula, insufficient faculty resources, and monolithic resources, reform pathways are proposed from three dimensions: curriculum design, faculty development, and resource expansion. These involve constructing a modular curriculum system, building a “teaching-research integrated” instructional team, and establishing a “multi-dimensional collaborative” resource platform. The research indicates that organically integrating curriculum ideological and political education throughout the entire process of cultivating teacher candidates’ family education guidance competence facilitates the unification of knowledge transmission, competence development, and value shaping, providing theoretical reference and practical paradigms for teacher education reform in the new era.