政府主导下的我国农村学前教育发展研究

【作者】 李少梅；

【导师】 陈鹏；

【作者基本信息】 陕西师范大学 ， 教育学原理， 2013， 博士

【摘要】 学前教育是我国国民教育体系重要组成部分,是重要的社会公益事业。它涉及幼儿身心发展和民族素质的提升。故此,当今世界各国都将普及学前教育作为政府的重要任务予以大力推进。改革开放以来,为了实现科教兴国的梦想,各级政府将主要精力用于基础教育、职业教育、高等教育的发展,学前教育没有得到应有的重视,导致“入园贵”“入园难”等一系列社会问题,尤其是农村学前教育,由于政府的缺位与失位,社会力量成为农村学前教育的主导力量,农村相对城市学前教育面临更严峻的挑战。2010年国家颁布《国家中长期教育改革发展规划纲要》,提出要重点发展农村学前教育,强化政府的责任,目的就在于改变目前农村学前教育过于“市场化”倾向。农村学前教育如何发展?政府在农村学前教育扮演何种角色?政府与市场的关系如何处理?等等,这些问题都需要认真反思。本文通过对陕西农村学前教育发展状况的深入调查,在充分肯定近年来我国农村学前教育发展取得成绩的基础上,分析了当前农村学前教育发展面临的突出矛盾和问题,提出政府主导是解决这一问题的关键所在,并围绕为什么要政府主导、政府主导什么、政府如何主导等展开论述,在借鉴国外政府干预学前教育基本经验的基础上,对我国各级政府如何主导学前教育发展提出了若干建议。本研究的主要内容包括：第一,以教育公平理论、教育成本分担理论、政府职能理论、公共服务理论、人力资本投资理论为依据,探讨了政府作为公共产品的提供者和社会公平的维护者,在发展学前教育过程中的责任与义务,阐述了政府主导的内涵,提出了政府主导农村学前教育发展的基本框架,为政府主导学前教育发展提供理论支撑。第二,以陕西省农村学前教育发展为对象,采用实证研究的方法,对于当前农村学前教育发展状况进行了深入调查,对农村学前教育面临的发展不均衡、缺乏统筹管理、经费投入低、民办园管理失范和师资队伍建设滞后等一系列问题予以现实观照。第三,从政府和公众对学前教育的认识偏差,农村学前教育发展缺乏制度保障,缺乏基本的经费投入制度,幼儿教师队伍管理制度不完善,缺乏社会公共服务体系保障等方面,剖析了当前我国农村学前教育存在问题的成因。第四,系统梳理和分析了美国、英国、印度等发达国家和发展中国家干预学前教育的基本做法,提出八条借鉴经验。即：以立法保障学前教育的公益性与普及型；建立各级政府举办和发展公立学前教育的责任公担制度；持续强化政府主导职责；以公立学前教育为主导促进学前教育的普及与公平；建立财政优先、重点发展学前教育的保障机制；重视学前教师队伍建设；引导并支持私立学前教育向多元化和公益性方向发展；优先扶持贫困及弱势群体儿童接受学前教育。第五,在调查研究与借鉴的基础上,认为政府主导是发展我国农村学前教育的现实选择。为此,政府必须做好农村学前教育的顶层设计,加强学前教育立法,加大经费投入,创新办园体制与机制,实现办园模式多样化,健全制度,整体提升幼儿教师的素质,并加强对学前教育督导评估。更多还原

【Abstract】 Pre-school education is a crucial part of the national education system in China and is also an important social welfare undertaking. It involves physical and mental development of young children as well as enhancement of the quality of the nation. As a result, every country in the world strongly promotes pre-school education as an important task of the government.Since the reform and opening up, in order to achieve the dream of rejuvenating the country through science and education, all levels of government focus on the development of the basic education, vocational education, and higher education. However, pre-school education has not been given much attention, leading to "Expensive Admission","Difficult Admission " and a series of social problems. Especially in rural pre-school education, due to the absence and out of position of government, social forces become the leading force in rural pre-school education and the pre-school education in rural area faces more severe challenges than urban’s. In2010, the Chinese government promulgated "National Medium-and Long-Term Development of Education Reform Plan", proposing to focus on the development of rural pre-school education, and to strengthen the responsibility of the government. The purpose is to change the "market-oriented" tendency of the current rural pre-school education. How does the rural pre-school education develop? What role does the government play in rural pre-school education? How to deal with the relationship between the government and the market? etc. These problems need to be seriously reflected on.This thesis deeply explores rural pre-school education development in Shannxi province on the basis of fully affirming the achievements made in recent years. It analyzes the outstanding contradictions and problems in the development of rural pre-school education, proposing that the government leading solution is the key to solve this problem. This paper also makes a number of suggestions to governments at all levels on how to lead the pre-school education around the issues of why government leading is needed, what the government leads, and how the government leads, on the basis of learning experiences from how the foreign governments interfe with the pre-school education. This thesis mainly includes:First, on the basis of the theory of educational equity, the education cost sharing theory, the function of the government theory, public service theory, and the investment in human capital theory, this research examined government’s responsibilities and obligations in the process of the development of pre-school education, as a role of provider of public goods and a defender of social equity. It elaborated the meaning of government leading, proposed the basic framework of the government leading for development of the rural pre-school education, and provided theoretical support for the government leading development for pre-school education.Second, taking the development of rural pre-school education in Shaanxi Province as an objective and using the empirical study, this research investigated the current rural pre-school education development in-depth and gave a realistic contemplation to a series of questions, such as the uneven development of rural pre-school education, lack of planning and management, low funding, lagging behind of the management practices of the private kindergarten and teaching staff construction.Third, this research analyzed the causes of rural pre-school problems in the current rural pre-school education through the deviation of the government and the public understanding to the pre-primary education, the lack of institutional protection of the development of rural pre-school education, the lack of basic funding system, flawed management system of child care teachers, and the lack of security of the public service system.Fourth, after systematically analyzing the basic approach to intervention in pre-school education in the United States, the United Kingdom, India and other developed and developing countries, I proposed eight experiences:(1) protecting the public welfare and universal type of the pre-school education by legislation;(2) establishing the responsibility quintal system of public pre-school education organized and developed by the government at all levels;(3) continuing to strengthen the government leading responsibilities;(4) promoting the popularity of pre-school education and fairness through the leading role of public pre-school education system;(5) establishing the financial priority with a focus on the protection mechanism of the development of pre-school education;(6) paying attention to the construction of pre-school teachers;(7) guiding and supporting the private pre-school education in the direction of pluralism and public welfare;(8) providing priority to the poor and vulnerable groups of children to receive the pre-school education.Fifth, on the basis of research and references, I suggest that government leading is the real choice for the development of China’s rural pre-school education. In doing so, the government must prepare the top-level design of the pre-school education in rural areas, improve preschool education legislation, invest more funds, create the system and mechanism of running a kindergarten, achieve diversification of the running a kindergarten mode, set a sound system, enhance the overall quality of child care teachers, and strengthen supervision and evaluation of the pre-school education.更多还原