鄂尔多斯市普惠性民办幼儿园社会支持体系研究

发布时间：2018-04-28 22:39

本文选题：普惠性 + 民办幼儿园　；参考：《内蒙古师范大学》2017年硕士论文

【摘要】：学前教育作为个体发展的奠基工程,对于激发幼儿学习潜能、促进幼儿健康成长有着不言而喻的价值。幼儿园是与学前教育密不可分的一个载体,承载着监护与教养的使命。但由于教育资源非均衡化发展所致的公共学前教育资源稀缺,使得公众对教育公平的呼声不绝于耳。为此,2010年颁布的《国务院关于当前发展学前教育的若干意见》指出,“积极扶持民办幼儿园以缓解学前教育资源不足的问题”,“意见”中特别强调要加大对收费低、面向大众的普惠性民办幼儿园的扶持力度。自此,普惠性民办幼儿园进入公众视野,它极大的改善了“入园难、入园贵”问题,使适龄儿童教育机会平等权利得以保障。但由于举办者的特殊性、政府专项教育资金分配不均以及社会对普惠性民办幼儿园的认知度与接受度差距大等原因,普惠性民办幼儿园未来的发展成了值得商榷的问题。本文试图从社会支持视角来解决普惠性民办幼儿园的发展问题。已有研究显示,对普惠性民办幼儿园的社会支持仅停留在政府层面,单一维度支持捉襟见肘,难以从根本上解决普惠性民办幼儿园的发展问题。本文以一个全新的视角对如何解决社会支持取向单一的问题进行了系统性描述,以期对普惠性民办幼儿园的发展有所裨益。本文以社会支持为切入点,运用教育公平理论剖析普惠性本质,运用教育系统论指导提出针对性对策,运用治理理论、社会支持理论分析构建科学的支持体系。通过文献法、问卷法、访谈法对鄂尔多斯市普惠性民办幼儿园社会支持体系进行调查研究。研究内容包括鄂尔多斯市两区七旗民办幼儿园的办园规模、生源状况、师资队伍、内部管理、外界支持现状;鄂尔多斯市12所普惠性民办幼儿园转型后在经费来源、政府资助、办园体制、师资配备、生源和收费等方面现状;根据现状调查分析普惠性民办幼儿园发展中的症结所在;提出支持对策,构建适切的社会支持体系。对60位园长、266位教师、285位家长进行问卷调查,并运用SPSS16.0统计分析。同时对12位家长和3位行政人员进行深度访谈,对10位家长进行非正式访谈。以此为基础总结了当前普惠性民办幼儿园发展中的问题:从自身角度剖析,师资力量匮乏且教师素质低下、培训制度空白、办学特色单调、收费项目杂乱、经费预算逾期。从支持角度剖析,政府财政投入不均、政策落实不力、监管制度不全、宣传效果不佳;企业社会责任感不强、资助力度不够、功利主义思想过重;社会组织未发挥实效;家长教育观念守旧、公众参与意识淡薄。根据以上问题,构建适切的社会支持体系:政府层面,构建良好的政策运行环境、建立专业的技术督导团队、加大宣传力度、搭建校企交流平台;企业层面,搭建透明的资金管理平台、加强对贫困学前儿童的捐助力度、创建图书基金会、呼吁更多企业加入支持行列;社会组织层面,提供教师培训服务、引入互联网推广模式、增强志愿服务意识;公办幼儿园层面,传授先进教育理念、分享优质培训课程、积极参与教师轮岗;家长层面,转变固化思维并配合学校工作、增强公众参与意识并宣扬普惠知识。
[Abstract]:Preschool education, as the foundation of individual development, has a self-evident value in stimulating children's learning potential and promoting the healthy growth of children. Kindergarten is an inseparable carrier with preschool education, carrying the mission of guardianship and nurture. However, the resources of public preschool education are scarce due to the unbalanced development of educational resources. In 2010, the State Council issued a number of opinions on the current development of preschool education, and pointed out that "actively supporting private kindergartens to alleviate the shortage of pre-school education resources", the "opinions" especially stressed the need to increase the low fee, the popular private kindergartens for the public. Since then, the universal private kindergartens have entered the public view, which greatly improved the problem of "entering the garden and entering the garden", so that the equal rights of educational opportunities for children of the age of appropriate age are guaranteed. However, because of the particularity of the organizers, the unequal distribution of funds in the special education of the government and the recognition and acceptance of the society for the universal private kindergartens The future development of inclusive private kindergartens has become a question to be discussed. This paper tries to solve the problem of the development of inclusive private kindergartens from the perspective of social support. This paper gives a systematic description of how to solve the single problem of social support orientation in a new perspective, with a view to benefit the development of universal private kindergartens. This article takes the social support as the breakthrough point, and uses the theory of educational equity to analyze the essence of the generalized nature and use it. The education system theory puts forward the pertinent countermeasures, uses the governance theory and the social support theory to construct the scientific support system. Through the literature method, the questionnaire, the interview method, the paper investigates the social support system of the universal private kindergartens in Ordos City. The research includes the office garden of seven banners in Erdos city. Scale, source situation, teacher team, internal management, external support status; after the transformation of 12 universal private kindergartens in Erdos City, the sources of funds, government support, office system, teacher staffing, source and charge and so on. According to the current situation, the paper analyzes the crux of the development of generalized private kindergartens, and puts forward supporting countermeasures. A suitable social support system was built. 60 heads, 266 teachers and 285 parents were investigated by questionnaire, and SPSS16.0 statistical analysis was used. At the same time, 12 parents and 3 administrative personnel were interviewed in depth, and 10 parents were interviewed informally. Based on this, the problems in the development of popular private kindergartens were summarized: from their own corners. Degree analysis, lack of teachers and low quality of teachers, blank training system, monotonous school running characteristics, disorderly charge items, overdue budget. From the perspective of support, government financial input is uneven, policy implementation is not strong, supervision system is not complete, the effect of publicity is not good, enterprise social responsibility is not strong, funding is not enough, utilitarianism thought too The social organization is not effective; the parents' education concept is old and the public participation consciousness is weak. According to the above problems, the appropriate social support system is set up: the government level, the construction of a good policy environment, the establishment of a professional technical supervision team, the promotion of publicity, the building of the school enterprise exchange platform, the enterprise level, the building of transparent funds management To strengthen the contribution to the poor preschool children, to create a library foundation, to create a library foundation, and to call for more enterprises to join the support ranks; the social organization level, providing teacher training services, the introduction of the Internet promotion model, and the enhancement of the consciousness of voluntary service; the public kindergarten level, the teaching of advanced education concepts, the sharing of high quality training courses, and active participation of Teachers At the parent level, we should change the solidified thinking and cooperate with the school work, enhance public participation consciousness and publicize Pratt and Whitney knowledge.

【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G619.2

【参考文献】