农村学前教育集团化发展和管理模式探析——以辽宁省三个县为例  

Analysis of the Collectivization Development and Management Mode of Rural Preschool Education——Taking Three Counties of Liaoning Province as Examples

作　　者：罗英智[1] 雷宁[1] 

机构地区：[1]辽宁教育研究院,辽宁沈阳110034

出　　处：《现代教育管理》2014年第11期77-81,共5页Modern Education Management

基　　金：辽宁省教育科学"十二五"规划2012年度重大决策咨询课题"我省学前教育集团化发展模式与管理创新研究"(JG12ZD01);中国学前教育研究会"十二五"立项课题"公办优质幼儿园举办分园的现状;问题及对策研究"(2011-YB-9);中国学前教育研究会"十二五"立项课题"辽宁省农村学前教育事业发展现状;问题及对策研究"(201310-LN-1)

摘　　要：实施学前教育三年行动计划以来,农村学前教育被列为普及的重点并进入了快速发展期。为实现"扩大资源与提高质量并重"的目标,解决乡村幼儿园长期存在的"散、小、弱"等问题,一些县(区)探索并逐步形成了集团化发展与管理模式,在一定程度上促进了县域学前教育的整体、均衡发展。但部分连锁重于形式,"覆盖易、提质难",持续发展还需动力和保障。因此,需从统一配置资源、统一管理、充分发挥乡镇中心幼儿园的核心辐射作用等方面入手,不断提升幼教集团管理水平,促进农村学前教育多元、多样发展。The rural preschool education has been listed as the focus of the popularization of education and has made unprecedented rapid development since the implementation of Preschool Education 3-year Action Plan.In order to realize the objection of expanding resources and improving quality,as well as to solve the long-standing problems existing in rural kindergarten,such as ＂scattered,small and weak＂,some of the county（district）explored and gradually formed a new mode of collectivization development and management,which to some extent promoted the overall and balanced development of the county preschool education. However,part of the chain kindergartens only focused on developing the quantity rather than the quality,so sustainable development still needs promotion and guarantee. Therefore,the government should unify the configuration and the arrangement of the resources,make full use of the core radiation effect role of center kindergartens in villages and towns so as to improve the management level of preschool education,as well as to promote the multiple and diverse development of rural preschool education.

关 键 词：农村学前教育 集团化发展与管理 模式 

分 类 号：G619.21[文化科学—学前教育学]