Based on the investigation on the curriculum of preschool education major in China Women’s University, this paper aims to analyze the differences between the difficulties and problems expected by students of preschool education major and the real problems encountered in the work situation by the kindergarten teachers in the work situation, and discusses the reasonability of the curriculum set. The study found that the curriculum set of pre-school education in China Women’s University reflects the characteristics of the structure that theories go ahead of skills and practice, and foundation go ahead of majors. The understandings of students and kindergarten teachers on“problems in work”show that teachers and students have different degrees of acceptance in the view of the problem and the attitude towards others. In this study, it is also found that quite a few students do not understand preschool education when choosing majors, which makes a considerable portion(accounted for 43%of the investigated students) of students are not willing to be engaged in related industries. These two points also demonstrate that in curriculum set, it should be considered how to help students build confidence and interest in the major and make them be able to love the major and related work.%基于对中华女子学院学前教育专业课程设置情况的调查，分析学前教育专业学生假设自己在工作情境中遇到的困难和问题与幼儿园教师在这方面实际遇到的问题的差异，发现中华女子学院学前教育专业的课程设置体现出先理论后技能与实践、先基础后专业的结构顺序。幼儿教师与学生对“工作困难”的认识情况都表明，教师和学生在看待问题、对待他人时的态度表现出不一样的接纳度。有的学前教育专业的学生在选择专业时并不了解本专业的情况，这就使得有相当一部分学生（占总调查学生的43%）在毕业后不愿意从事相关行业。因此在专业课程设置中，应该考虑如何帮助学生建立对学前教育专业的信心和兴趣，使其能够热爱这个专业及其相关的工作。
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