长株潭城市群学前教育办学体制与机制现状分析及改革建议  

Research on the System and Mechanism of Preschool Education of Changsha-Zhuzhou-Xiangtan City Group

作　　者：赵南 雷芳 杨敏 崔晴 

机构地区：[1]长沙师范专科学校,长沙410100 [2]湖南省教育科学研究院,长沙410005

出　　处：《学前教育研究》2013年第7期34-44,54,共12页Studies in Early Childhood Education

基　　金：湖南省教育科学"十二五"规划省级重大委托课题"长株潭城市群教育综合改革研究"(编号:XJK011DUT001);湖南省教育科学"十二五"规划课题"湖南民办幼儿园课程自我评价现状与模式研究"(编号:XJK012CJJ002)的阶段性研究成果

摘　　要：长株潭地区多年来形成了以民办园特别是小规模民办园为主体的学前教育办学体制格局,政府财政投入严重不足,办学主体对办学机构控制度高。各县(市、区)均配备了幼教专干,但其基本业务素质尚处于中等水平。政府和学前教育机构对学前教育的评价结果存在很大差异,政府倾向于"高标准",幼儿园倾向于"低标准"。多数学前教育机构办学不稳定,教师素质偏低且流失率高。政府应完全承担"保低"的责任,对学前教育机构实施"底线认证"的直接干预,同时要重视学前教育的社会评估,建立起学前教育机构发展的"自律"机制,才能在办学体制与机制层面上保障学前教育事业的健康快速发展。Un-governmental kindergartens, particularly small un-governmental kindergartens have been the main body of the preschool education system of Changsha-Zhuzhou-Xiangtan area. The governments＇ financial investment was insufficient. All counties were equipped with specialized preschool education managers, but their quality was still at the medium level. The governments tend to ＂high quality standards＂ while the kindergartens tend to ＂low quality standards＂. The teachers＇ quality was low, but their turnover rate was high. The governments should set up ＂the bottom quality line＂ to the kindergartens and give them the freedom to improve their education quality. At the same time, the kindergartens should establish ＂self-discipline＂ mechanism to regulate their development.

关 键 词：学前教育 办学体制 办学机制 

分 类 号：G617[文化科学—学前教育学]