我国目前正在大力发展学前教育，作为很多孩子启蒙教育的学前教育专业越来越多的受到国家的大力扶持。学前教育专业培养目标是为社会输送全面发展的综合性幼儿教师人才。舞蹈课是学前教育专业的必修课，学生通过舞蹈课的学习掌握舞蹈表演能力，其中包括了独立编创儿童舞蹈的能力，舞蹈理论知识和日后工作需要的职业素养能力，以上几方面是学前教育专业学生在未来从事学前教育工作应掌握的必要职业技能。开设舞蹈课，不仅是为了提高自身舞蹈素质与修养、掌握舞蹈基本理论、舞蹈表演能力与儿童舞蹈创编能力，其根本目的是把所学的舞蹈基本知识和技能运用于反映幼儿生活、促进幼儿身心健康发展的教育工作中。 近年来随着国家的大力扶持，社会需求量的增加，学前教育专业不断扩招，无形中给舞蹈课教学增大了许多压力，同时也出现了许多问题，这就要求我们要找出问题存在的根源，针对存在的问题找出实施的对策，以提高学前教育专业舞蹈课教学的质量，培养符合当今社会需求的合格幼师做出努力。 本文针对学前教育专业舞蹈课出现的问题，采用问卷调查法对学前教育专业学生进行问卷调查，通过系统分析问卷调查和与学生交流访谈，总结出了学前教育专业舞蹈课教学在教学内容、师资水平、幼儿舞蹈创编和舞蹈理论知识四大方面的问题，经过研究，提出存在问题的实施对策。笔者认为，目前的舞蹈课教学内容还是比较单一的，还应丰富充实，不能只强调某一种舞蹈的学习，更应结合现在学生的喜好和适应儿童发展的舞蹈学习；在师资上强调作为一名幼师应当具备的素质；针对学生反映幼儿舞蹈创编学习少不会编这一问题，提出学习幼儿舞蹈创编方法；舞蹈课存在重实践、轻理论的教学问题，提出应注重培养学生理论知识的学习；针对学生就业后教学岗位的应用提出解决方法。 舞蹈课作为学前教育专业中的基础教育课程、必修课程，涵盖了学生日后工作中必须掌握的职业技能，对学生自身舞蹈艺术水平的提高，以及学前教育专业教学水平的整体提高都起到良好的推动作用。

China is vigorously developing preschool education, and as the elementary education of many children, preschool education has got more and more strong support from Chinese government. The training objective of pre-school education is to provide comprehensive development of integrated early childhood teachers for the society. Dance lesson is compulsory lesson in pre-school education. Through the learning in dance lesson, students master the dance performance ability, which includes choreography capabilities of dance, learning ability for dancing theories, and professional ability for the future job needs’ as well. All the above aspects are the necessary professional skills for preschool education students who engaged in preschool education work in the future. The aim of establishing dance lesson is not only to improve the quality and self-cultivation, to master the basic theory of dance, dance performance ability and the ability of children's dance, and its fundamental purpose is to put the basic knowledge and skills what they have learned used in dance into the educational work which reflects children's life, promotes the development of children's physical and mental health also. In recent years, with the strong support from Chinese government and the increased demand of society, preschool education enrollment is expanding. This increases lots of pressures for dance class teaching, and quite a lot of problems appeared at the same time. The appearance of these problems requires us to find out the root of the problem, to identify implementation of countermeasures for existing problems, to make efforts for improving the quality of preschool educational dance lesson teaching, training qualified teachers who meet the demand of current society’s as well. As to the problems of preschool education dance class, this paper takes questionnaire survey method on preschool education professional students for questionnaire survey. Through systematic analysis of questionnaire and communicate with students, the author of the paper summarizes five aspects of problems for dance class in preschool education, which includes teaching contents, level of teachers, creating of children’s dance, theory knowledge of dancing and the availability of employment. Through research, the problems of the implementation of the countermeasures are put forward. The author thinks that the teaching contents of dancing class is single and it should be abundantly. Not only focuses on the learning of a certain kind of dance, but also should be learned by combining with the students’ habits and adapting the development of students; emphasizing the quality of kindergarten teacher on faculty; proposing preschool dance creation method as to the problem of less creation in dance, which reflects by students; proposing the cultivation of the students’ theoretical knowledge learning as to the heavy practice, light theory teaching problem; putting forward solution to the application to students’ employment.As the basic educational and compulsory curriculum, dance class covers the vocational skills which should be mastered in the future jobs by students. It plays an important role in raising the level of dance for students themselves and the promoting of the overall improvement of preschool teaching level.