在国家托育服务发展战略对相关专业人才迫切需求的背景下，提高与托育事业相关的专业人才培养质量是高职高专院校所面临的重大问题，提升专业人才培养质量的根本在于科学合理的课程设置，对与托育事业相关的早期教育专业人才培养课程设置的研究值得关注和探析。本研究在梳理国内外关于OBE理念相关文献的基础上，总结出OBE理念对早期教育专业课程设置的启示：早教专业课程设置应强调聚焦学习成果、应充分考虑利益方需求、应结构一致指向成果、应关注评价结果的运用、应提供有利成果实现的环境条件。依据理论启示对正在进行OBE理念实践的个案学校开展调查研究。自编《专科层次早教专业课程设置现状调查问卷》调查了242名个案学校早期教育专业师生，采用工具SPSS.25对问卷进行信效度检验，对问卷获得的数据进行描述性等分析处理。同时采用访谈法，依据OBE理念对早期教育专业课程设置的启示拟定访谈提纲，采用半结构访谈以获得更多的访谈数据，对获取的访谈数据运用工具Nvivo.11进行编码处理。通过对问卷及访谈的数据处理及分析，发现个案学校早期教育专业存在课程设置聚焦学习成果体现不足；课程设置与利益方需求关联不够；课程设置结构一致性欠缺；课程设置评价结果的运用不强；课程设置提供成果实现的环境条件不优五大方面的现状问题。针对五大方面的现状问题逐一分析了形成原因。基于对现状问题及原因的分析，梳理出早期教育专业课程设置改革三个层面的优化策略：（1）学校从整体要求转向具体支持（2）专业从外部要求转向内部需要（3）课程团队从兵作战转向协同协作。

Under the influence of the national development strategy for childcare service in China, the demand for childcare talent is urgently increasing. Improving the quality of talent cultivation for childcare-related majors is a prominent problem faced by vocational colleges. The fundamental for the improvement of talent cultivation lies in a scientific and reasonable curriculum design. Therefore, the research on the curriculum design for early education majors deserves attention and exploration.

Based on the relevant literature on outcome based education (OBE) at home and abroad, this research summarizes the enlightenment of OBE on curriculum design for early education majors: curriculum design for early education majors should focus on learning outcomes; the needs of stakeholders should be fully considered; the structure of the curriculum should be consistent with the outcomes; the application of evaluation results deserves consideration; environmental conditions conducive to learning outcomes should be provided. According to the theoretical enlightenment above, a case study was conducted in a vocational college where 242 teachers and students majoring in early education were surveyed through the Questionnaire on the Status Quo of Curriculum Design for Early Education Majors in Vocational Colleges compiled by the author. The tool SPSS.25 was used to test the reliability and validity of the questionnaire and to analyze the data obtained in a descriptive way. Guided by the theoretical enlightenment, semi-structured interviews were taken to obtain more data which were processed with the tool Nvivo.11.

The analysis of the data from questionnaires and interviews reveals the following problems in the curriculum design for early education majors in the college investigated, including insufficient focus on outcomes；inadequate consideration of the needs of stakeholders；inconsistent curriculum structure；low utilization of curriculum evaluation results and inadequate environmental conditions for outcomes. The reasons for these problems are analyzed and corresponding strategies for optimizing the curriculum are proposed: (1) the college should transform from putting forward overall requirements to providing specific support to ensure the reform of the curriculum; (2) the department cultivating early education majors should change from meeting the external requirements to fulfilling internal needs to achieve the curriculum reform; (3) the curriculum team should shift from a singles player to a cooperative team to complete the curriculum reform.