高职学前教育介入农村学前留守儿童成长服务体系的研究——介入模式与长效机制

发布时间：2018-03-25 08:34

本文选题：学前教育　切入点：农村学前留守儿童　出处：《新课程研究(中旬刊)》2016年02期

【摘要】：高职学前教育介入农村学前留守儿童成长服务体系的实质就是利用高职院校学前教育专业的专业优势共同建设或者优化农村学前儿童的成长服务体系。高职院校的介入意味着高职院校学前教育专业要向农村学前留守儿童的监护人、农村幼儿园以及相关社会服务机构提供长期的、专业的学前教育指导。从社会实践层面上来讲,高职学前教育介入农村学前留守儿童成长服务体系需要着力解决介入模式的选择、长效机制的建设等问题。本文介绍了政府主导式、社会团体主导式和高职院校主导式三种介入模式,并从工作制度和动力源两个方面论证了介入工作的长效机制建设,得出了介入工作的启动和运行需要同时具备三个必要条件,即高职院校主动作为、高职院校主管部门的认同和监督和农村幼教机构及学龄前儿童家庭的密切配合。
[Abstract]:The essence of pre-school education intervention in rural pre-school children's growth service system is to build or optimize the rural pre-school children's growth service system by using the professional advantages of preschool education major in higher vocational colleges. The intervention of pre-school education in higher vocational colleges means that the preschool education major in higher vocational colleges should provide a guardian of pre-school children in rural areas. Rural kindergartens and related social services provide long-term, professional pre-school education. In terms of social practice, It is necessary to solve the problems of the choice of intervention mode and the construction of long-term mechanism in the service system of preschool education intervention in rural pre-school children's growth. This paper introduces the government-led model, and so on. There are three kinds of intervention modes: social group leading mode and higher vocational college leading mode. The long-term mechanism construction of intervention work is demonstrated from two aspects of work system and power source, and three necessary conditions are obtained for the initiation and operation of intervention work. That is to say, the recognition and supervision of the competent departments of higher vocational colleges and the close cooperation of the rural preschool education institutions and preschool children's families.
【作者单位】：广安职业技术学院;
【基金】：四川省高等学校人文社会科学重点研究基地四川省农村社区治理研究中心2014年度课题“高职学前教育介入农村学前留守儿童成长服务体系研究”(编号:SQZL2014B10)的研究成果
【分类号】：G712;G61-4

【相似文献】