我国新时期农村幼教政策发展研究
发布时间：2018-10-08 17:07
【摘要】：农村幼教政策是幼儿教育事业的重要组成部分,是农村幼儿教育发展的重要保证。加强我国农村幼教政策研究,有利于农村幼儿教育的健康发展。然而,学术界对我国农村幼教政策发展的历史、现状特别是现存问题以及解决这些问题的对策与相关理论的研究都非常薄弱。因此,本文以我国新时期农村幼教政策发展研究为题,梳理了1978年以来我国农村幼教政策的发展历程,总结其发展的阶段特点,分析了农村幼教政策现存的主要问题及产生这些问题的原因,探讨了有关完善我国农村幼教政策的理论观点与对策建议。 本文在前言中论述了研究本课题的目的、缘由及主要的研究方法。正文分三部分进行论述: 第一部分以时间发展为序,分四阶段论述了我国农村幼教政策的发展历程:农村幼教政策的拨乱反正,独立的农村幼教政策的制定和实施,农村幼教政策的规范化,农村幼儿素质教育政策的确立和发展。在每一阶段的论述中,既结合了当时的社会历史背景,又参照了党和国家及有关部门颁布的政策性文件来论述其发展状况,并总结了各阶段的发展特点。 第二部分在调查研究的基础上,讨论了我国农村幼教政策存在的主要问题,并对产生问题的原因进行了分析。现存的主要问题有:在政策内容方面,农村幼儿教育的地位在现行幼教政策中体现不够充分,现行农村幼教政策与各地农村实际情况的适合程度偏低、不能充分满足于处理当前农村幼儿教育存在的各种问题的需要、协调配套程度偏低、可操作性偏低等。在政策的执行落实方面,幼教政策在农村的权威性偏弱,多数幼教工作者对现行幼教政策不够熟悉,群众普遍对现行幼教政策缺乏基本的了解,幼教政策在农村的贯彻执行情况偏差,缺乏相应的监督机制等。产生上述问题的重要原因有国家对农村幼儿教育重视程度较低、
[Abstract]:Rural preschool education policy is an important part of early childhood education and an important guarantee for the development of rural early childhood education. Strengthening the policy research of preschool education in rural areas is conducive to the healthy development of early childhood education in rural areas. However, the academic research on the history of the development of the rural preschool education policy, especially the existing problems, as well as the countermeasures to solve these problems and related theories are very weak. Therefore, with the research on the development of the rural preschool education policy in the new period of our country as the topic, this paper combs the development course of the rural preschool education policy since 1978, and summarizes the characteristics of the stage of its development. This paper analyzes the main problems existing in the policy of rural preschool education and the reasons for these problems, and probes into the theoretical viewpoints and countermeasures of perfecting the policy of rural early childhood education in China. In the preface, this paper discusses the purpose, reason and main research methods of this subject. The text is divided into three parts: the first part discusses the development process of the rural preschool education policy in four stages: the rural preschool education policy to correct the disorder. The establishment and implementation of independent rural preschool education policy, the standardization of rural preschool education policy and the establishment and development of rural early childhood quality education policy. In each stage, it not only combines the social and historical background at that time, but also refers to the policy documents issued by the Party, the state and the relevant departments to discuss its development status, and summarizes the development characteristics of each stage. On the basis of investigation and research, the second part discusses the main problems existing in the policy of rural preschool education in China, and analyzes the causes of the problems. The existing main problems are: in terms of policy content, the status of rural early childhood education in the current preschool education policy is not enough, the current rural early childhood education policy and the actual situation in rural areas are not suitable for the degree. It can not fully meet the needs of dealing with various problems existing in the current rural early childhood education, low degree of coordination and matching, low operability and so on. In the implementation of the policy, the authority of the preschool education policy in rural areas is weak, most kindergarten workers are not familiar with the current preschool education policy, and the masses generally lack a basic understanding of the current preschool education policy. The implementation of preschool education policy in rural areas deviated, lack of corresponding supervision mechanism. The main reasons for the above problems are the low attention paid by the country to the rural early childhood education.
【学位授予单位】：西南师范大学
【学位级别】：硕士
【学位授予年份】：2005
【分类号】：G619.21
本文编号：2257576
[Abstract]:Rural preschool education policy is an important part of early childhood education and an important guarantee for the development of rural early childhood education. Strengthening the policy research of preschool education in rural areas is conducive to the healthy development of early childhood education in rural areas. However, the academic research on the history of the development of the rural preschool education policy, especially the existing problems, as well as the countermeasures to solve these problems and related theories are very weak. Therefore, with the research on the development of the rural preschool education policy in the new period of our country as the topic, this paper combs the development course of the rural preschool education policy since 1978, and summarizes the characteristics of the stage of its development. This paper analyzes the main problems existing in the policy of rural preschool education and the reasons for these problems, and probes into the theoretical viewpoints and countermeasures of perfecting the policy of rural early childhood education in China. In the preface, this paper discusses the purpose, reason and main research methods of this subject. The text is divided into three parts: the first part discusses the development process of the rural preschool education policy in four stages: the rural preschool education policy to correct the disorder. The establishment and implementation of independent rural preschool education policy, the standardization of rural preschool education policy and the establishment and development of rural early childhood quality education policy. In each stage, it not only combines the social and historical background at that time, but also refers to the policy documents issued by the Party, the state and the relevant departments to discuss its development status, and summarizes the development characteristics of each stage. On the basis of investigation and research, the second part discusses the main problems existing in the policy of rural preschool education in China, and analyzes the causes of the problems. The existing main problems are: in terms of policy content, the status of rural early childhood education in the current preschool education policy is not enough, the current rural early childhood education policy and the actual situation in rural areas are not suitable for the degree. It can not fully meet the needs of dealing with various problems existing in the current rural early childhood education, low degree of coordination and matching, low operability and so on. In the implementation of the policy, the authority of the preschool education policy in rural areas is weak, most kindergarten workers are not familiar with the current preschool education policy, and the masses generally lack a basic understanding of the current preschool education policy. The implementation of preschool education policy in rural areas deviated, lack of corresponding supervision mechanism. The main reasons for the above problems are the low attention paid by the country to the rural early childhood education.
【学位授予单位】：西南师范大学
【学位级别】：硕士
【学位授予年份】：2005
【分类号】：G619.21
【引证文献】
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