貧困地區(qū)農(nóng)村學前教育的發(fā)展困境與突圍策略——基于41所農(nóng)村幼兒園的實證研究

摘要： 貧困農(nóng)村學前教育是當前我國教育發(fā)展中的短板,也是未來學前教育攻堅的難點。以中部國家級貧困縣W縣41所鄉(xiāng)鎮(zhèn)幼兒園為典型案例的調(diào)查研究表明,貧困地區(qū)農(nóng)村學前教育發(fā)展面臨的困境主要表現(xiàn)為:政府管理缺位;幼兒園布局不合理,園所間惡性競爭嚴重;學前教育經(jīng)費匱乏,幼兒園運營困難;辦園條件普遍較差,大班額問題突出;專業(yè)教師嚴重不足,流動性大;學前留守兒童教育缺乏關注。需明確各級政府職責,加強頂層設計,合理調(diào)整園所布局,多渠道增加貧困農(nóng)村學前教育投入,通過調(diào)整激勵措施優(yōu)化農(nóng)村幼兒園特別是民辦園的師資隊伍,多方合力關愛學前留守兒童。
At present, preschool education in rural areas has become a short board in the development of education, and it is also a difficult issue in the development of preschool education in the future. An in-depth investigation on 41 township kindergartens in W county of central China, a national poverty county, shows that the development of preschool education in rural areas is facing many problems. The main manifestations are: the lack of management; theunreasonable layout of kindergartens and the vicious competition between the kindergartens; the lack of funds for preschool education in rural areas and the difficulty in operating kindergartens; the poor conditions for running kindergartens andthe problem of large classes; the shortage of professional teachers and high mobility; and a lack of attention in preschool education for left-behind children.Therefore, it is necessary to clarify the responsibilities ofgovernments, strengthen top-level design, adjust the layout of the kindergartens appropriately,increase the investment in preschool education of poor rural areas through multiple channels,optimize the quality of rural kindergarten teachers especially teacher quality in private kindergarten by adjusting incentives,and cooperate together to care for the preschool left-behind children.