学前教育脱贫攻坚的普惠战略选择  

Inclusive Strategy for Alleviating Poverty in Preschool Education

作　　者：田涛[1] 刘先强[1] TIAN Tao;LIU Xianqiang(College of Teachers, Chengdu University, Chengdu, Sichuan, 610106, China)

机构地区：[1]成都大学师范学院,四川成都610106

出　　处：《教育与教学研究》2019年第1期112-120,共9页Education and Teaching Research

基　　金：教育部人文社会科学研究项目"教育精准扶贫视阈下四川藏区学前教育发展机制研究"(编号:FMB160620);四川学前教育发展研究中心重点课题"学前教育精准扶贫的政策支持研究"(编号:CECER-2018-A01)

摘　　要：学前教育贫困表现出资源普遍不足和质量普遍不高的特点。学前教育脱贫攻坚需要有全局的视野与眼光,从统领整个学前教育事业发展的高度制定扶贫规划和策略。基于学前教育事业的现实诉求和发展需要,在学前教育脱贫攻坚过程中需采取普惠扶贫战略,通过普惠资金、普惠园所和普惠师资等普惠性资源建设,并以特惠作为普惠战略的必要补充,以便实现学前教育脱贫攻坚的目标,促进公平而有质量的学前教育公共服务体系的建设。Preschool education poverty is characterized by a general shortage of resources and a general lack of quality. A global view and vision for the preschool education is necessary,and poverty alleviation plans and strategies should be formulated from the height of leading the development of preschool education. Based on the realistic demands and development needs of preschool education,it is necessary to adopt inclusive poverty alleviation strategy in the process of eliminating poverty in preschool education. Through the construction of inclusive resources such as inclusive funds,inclusive kindergartens and inclusive teachers,and taking preferential treatment as the necessary supplement of inclusive strategy,we can achieve the goal of eliminating poverty and promote the construction of a fair and quality public service system of preschool education.

关 键 词：学前教育 脱贫攻坚 普惠战略 

分 类 号：G619.2[文化科学—学前教育学]