西安市民办学前师资问题及对策研究
发布时间：2018-08-29 16:19
【摘要】：百年大计,教育为本；教育大计,教师为本。一支结构合理、素质过硬、专业水平不断提高的学前教师队伍是学前教育质量提升的关键,也是我国学前事业长远发展的保证。伴随着改革开放和中国经济的发展,为了满足不断增长的对学前教育的迫切需求,国家发展学前教育的“放开”政策,调动了社会力量投资办园的积极性。在很多地方,民办幼儿园的数量远远超过公办幼儿园,民办学前教师成为学前教育师资的主体。因此,民办学前师资的质量不仅直接关系到民办学前教育的质量,也直接关系到中国学前教育的整体质量。研究民办学前师资的现状,发现其存在的问题和矛盾,积极寻求有效的解决策略,对促进学前教师队伍整体质量提高和学前教育事业发展都具有重要意义。 本研究选取西安市十三所民办幼儿园,向民办幼儿园教师发放调查问卷,运用文献法、问卷法、访谈法和比较法对西安市民办学前教师队伍现状进行深入地调查,研究结论如下： 1.目前民办学前教师队伍的结构、质量和生存状况与现行幼儿教师政策法规中的目标要求存在不同程度的差距。 2.这些差距中,以民办学前教师队伍结构不合理、专业素养偏低、工资待遇低、福利保障缺失等问题最为突出。 3.引发民办学前教师队伍诸多问题的核心原因是政府在学前教师管理政策制度上的“所有制身份”管理特征。“所有制身份”的不同,导致公办、民办学前教师享有的管理政策、薪资待遇、发展机会、社会地位等存在较大差异。 4.造成民办学前教师队伍存在问题的原因,除了上述的不同所有制身份学前教师管理机制的不同外,还有民办园所和教师自身的原因。 针对民办学前教师队伍的问题及其成因的分析,研究者结合目前实际提出了相应的对策。要使民办学前教师队伍的问题得到根本解决,政府首先要打破身份制管理的壁垒,将所有合格教师纳入管理范围,推行行业管理,并为实现这一目标提供必要的制度安排和管理服务。
[Abstract]:A hundred-year plan is based on education; a great plan of education is based on teachers. A group of preschool teachers with reasonable structure, excellent quality and high professional level is the key to the improvement of preschool education quality and the guarantee of the long-term development of preschool education in China. With the reform and opening up and the development of China's economy, in order to meet the increasing demand for preschool education, the "opening up" policy of the state to develop preschool education has mobilized the enthusiasm of social forces to invest in running a garden. In many places, the number of private kindergartens is far more than public kindergartens, private preschool teachers become the main body of preschool teachers. Therefore, the quality of private preschool teachers is not only directly related to the quality of private preschool education, but also directly related to the overall quality of pre-school education in China. It is of great significance to study the present situation of private preschool teachers, to find out the existing problems and contradictions, and to actively seek effective solutions to improve the overall quality of pre-school teachers and the development of preschool education. In this study, 13 private kindergartens in Xi'an were selected to distribute questionnaires to teachers of private kindergartens. The present situation of private preschool teachers in Xi'an was investigated by literature, questionnaire, interview and comparison. The conclusions are as follows: 1. At present, the structure, quality and living condition of the private preschool teachers are different from the goals and requirements of the current preschool teachers' policies and regulations. 2. Among these differences, the irrational structure of private pre-school teachers, low professional literacy, low salary, lack of welfare guarantee and other problems are the most prominent. 3. The key reason that causes many problems of private preschool teachers is the "ownership identity" management characteristic of the government in the management policy system of preschool teachers. The difference of "ownership status" leads to great differences in management policy, salary treatment, development opportunity, social status and so on. In addition to the above different ownership status, the management mechanism of preschool teachers is different, as well as the reasons of the private garden institutions and teachers themselves. Based on the analysis of the problems and causes of the private preschool teachers, the researcher puts forward the corresponding countermeasures according to the actual situation at present. In order to solve the problem of private pre-school teachers, the government must first break down the barriers of identity management, bring all qualified teachers into the management scope, and carry out trade management. And to achieve this goal to provide the necessary institutional arrangements and management services.
【学位授予单位】：西北大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G615
[Abstract]:A hundred-year plan is based on education; a great plan of education is based on teachers. A group of preschool teachers with reasonable structure, excellent quality and high professional level is the key to the improvement of preschool education quality and the guarantee of the long-term development of preschool education in China. With the reform and opening up and the development of China's economy, in order to meet the increasing demand for preschool education, the "opening up" policy of the state to develop preschool education has mobilized the enthusiasm of social forces to invest in running a garden. In many places, the number of private kindergartens is far more than public kindergartens, private preschool teachers become the main body of preschool teachers. Therefore, the quality of private preschool teachers is not only directly related to the quality of private preschool education, but also directly related to the overall quality of pre-school education in China. It is of great significance to study the present situation of private preschool teachers, to find out the existing problems and contradictions, and to actively seek effective solutions to improve the overall quality of pre-school teachers and the development of preschool education. In this study, 13 private kindergartens in Xi'an were selected to distribute questionnaires to teachers of private kindergartens. The present situation of private preschool teachers in Xi'an was investigated by literature, questionnaire, interview and comparison. The conclusions are as follows: 1. At present, the structure, quality and living condition of the private preschool teachers are different from the goals and requirements of the current preschool teachers' policies and regulations. 2. Among these differences, the irrational structure of private pre-school teachers, low professional literacy, low salary, lack of welfare guarantee and other problems are the most prominent. 3. The key reason that causes many problems of private preschool teachers is the "ownership identity" management characteristic of the government in the management policy system of preschool teachers. The difference of "ownership status" leads to great differences in management policy, salary treatment, development opportunity, social status and so on. In addition to the above different ownership status, the management mechanism of preschool teachers is different, as well as the reasons of the private garden institutions and teachers themselves. Based on the analysis of the problems and causes of the private preschool teachers, the researcher puts forward the corresponding countermeasures according to the actual situation at present. In order to solve the problem of private pre-school teachers, the government must first break down the barriers of identity management, bring all qualified teachers into the management scope, and carry out trade management. And to achieve this goal to provide the necessary institutional arrangements and management services.
【学位授予单位】：西北大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G615
【参考文献】
相关期刊论文 前10条
1 陈小异;;青年民办幼儿教师职业倦怠与心理健康研究[J];重庆师范大学学报(自然科学版);2009年02期
2 张家琼;刘国s，
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