我国面向2030年的学前教育中长期发展目标及推进策略构想  

Long-term Development Goals and Strategies for 2030 Preschool Education of China

作　　者：王海英[1] 江夏[2] 王友缘[3] 

机构地区：[1]南京师范大学教育科学学院,南京210097 [2]扬州大学教育科学学院,扬州225002 [3]上海师范大学国际与比较教育研究院,上海200234

出　　处：《幼儿教育（教育科学）》2016年第9期3-10,共8页Early Childhood Education(Educational Sciences)

基　　金：江苏高校品牌专业建设工程资助项目(项目批准号:PPZY2015A004);教育部卓越幼儿园教师培养计划资助项目;江苏省教育厅教改项目“学前教育专业‘学材’开发实践研究“的研究成果之一

摘　　要：在梳理国际国内学前教育发展目标历史变迁和预测未来十五年我国学前教育发展趋势的基础上，研究者认为，我国面向2030年构想的学前教育中长期发展目标应当包括空间、规划、质量三个维度，总体目标是建立起普惠、公益、优质、均衡的学前教育公共服务体系，实现益童、惠民、利国的学前教育发展愿景。具体目标可分为事业发展、体制发展、投入发展、公平指数和质量发展等五个方面，为此，各级政府要根据“决策导向一政策制度一项目措施”三维推进策略模型，确定“政府主导、弱势补偿、质量为先”的决策导向，开展系统化制度设计，推行一系列旨在促进学前教育质量提升的项目措施。Having reviewed the changes of development goals of preschool education both at home and abroad, and predict- ed the development trend of preschool education in China 15 years later, the author believes that the long term development goals for 2030 preschool education should include three dimensions： space, plan, and quality. The five specific goals are career development, system development, investment development, equity and quality development. The general goal is to establish an inclusive and balanced public preschool education system with good quality which is beneficial for children, people and na- tion. Therefore, different levels of government should follow the strategy model of ＂decision oriented--policy system---proj- ect measures＂, adopt the strategy of ＂government taking the lead, compensating the weak, and quality first＂, design systematic rules and regulations, and use any possible measures to promote the development of preschool education.

关 键 词：学前教育 中长期发展目标 推进策略 发展愿景 

分 类 号：G617[文化科学—学前教育学]