我国学前教育“公建民营”模式中公私合作机制及优化探讨  

Research on the Mechanism of Public-Private Cooperation and its Optimization in the“Public Construction Private”Model of Preschool Education in China

作　　者：李辉[1] Li Hui(School of Education Science, Nanyang Normal University, Nanyang 473061)

机构地区：[1]南阳师范学院教育科学学院,南阳473061

出　　处：《教育发展研究》2018年第8期45-51,共7页Research in Educational Development

基　　金：全国教育科学"十二五"规划教育部重点项目"我国学前教育公共服务公私合作供给:模式选择与机制设计研究"(DHA130268)的部分成果

摘　　要：当前及未来一段时期,多渠道增加学前教育资源供给、扩大普惠性幼儿园比例仍是我国学前教育事业发展的战略方向。公私合作办园是近十年来学前教育资源供给的一种新模式,其中,"公建民营"模式影响广泛。本研究通过文献分析和对四个个案地的访谈调查、实地考察,剖析"公建民营"模式中影响公私合作目的实现与合作效率的关键因素——公私合作机制。具体来说从动力机制、准入机制、运行机制、调控机制四个子机制入手分析其现状及存在的问题,在此基础上以"激励相容"为原则提出优化公私合作机制的建议。At present and for a period of time in the future, increasing the supply of preschool educational resources through multiple channels and expanding the proportion of inclusive kindergartens is still the strategic direction for the development of preschool education in China. Public-private partnership is a new model for the supply of pre-sehool education resources in the past decade. Among them, the ＂public-private-private＂ model has a wide range of impacts. This study analyzes the literature, interviews and field investigations of four eases, and analyzes the key factors that affect the realization of public-private partnerships and the efficiency of cooperation in public-private partnerships. Specifically, it analyzes the status quo and existing problems from the four sub-mechanisms of the dynamic mechanism, access mechanism, operating mechanism, and control mechanism. Based on this, the principle of ＂encourage compatibility＂ is proposed to optimize the public-private cooperation mechanism.

关 键 词：学前教育 “公建民营”模式 公私合作机制 “激励相容” 

分 类 号：G619.2[文化科学—学前教育学]