我国学前教育供给模式的演变历程与展望:1949—2019  

The Evolution and Prospect of China’s Preschool Education Supply Model from 1949 to 2019

作　　者：蔡迎旗[1] 王佳悦[1] 张亮[1] Cai Yingqi;Wang Jiayue;Zhang Liang(School of Education,Central China Normal University,Wuhan 430079)

机构地区：[1]华中师范大学教育学院

出　　处：《华中师范大学学报（人文社会科学版）》2019年第5期25-37,共13页Journal of Central China Normal University:Humanities and Social Sciences

基　　金：国家社会科学基金重大项目“全面二孩政策下城市地区0-3岁婴幼儿托育服务体系研究”(17ZDA123)

摘　　要：新中国成立70年来,我国学前教育供给模式历经三次演变,即从单位福利为主的供给模式转变为市场主导的多元供给模式,而后发展为政府主导的多元供给模式。我国当代学前教育供给模式的特点逐步凸显价值理性日益彰显;多元主体协同办学;供给机制逐步完善;供给总量扩大,普惠园不断发展;供给结构优化;惠及对象更加广泛;供给形式向就近便捷和综合化方向发展等。展望未来,应从几个方面改革和完善:坚守两种理性融通的学前教育供给理念;理顺学前教育供给主体间关系;加强对学前教育供给对象的弱势补偿;多措并举,丰富学前教育供给形式;完善治理,提升学前教育供给质量,满足人民群众对学前教育的美好期盼。The supply model of preschool education in China has undergone three evolutions from 1949 to 2019, from a unit-welfare-based supply model to a market-led diversified one and then to a government-led diversified one. China’s contemporary preschool education has distinctive features: the value rationality is increasingly evident;the multiple subjects co-operate in running education;the supply mechanism is gradually improved;the total supply is expanding, and the inclusive beneficial kindergarten is constantly developing;the supply structure tends to be optimized;the scope of supply is broader;the supply form is more convenient and integrated. Looking forward to the future, we should adhere to the rational integration of the two supply concepts of preschool education, straighten out the relationship among the preschool education supply subjects, strengthen the compensation for the disadvantaged groups in preschool education, enrich the supply forms of preschool education. We are also supposed to improve governance and enhance the quality of preschool education supply to meet the people’s good expectations of it.

关 键 词：新中国成立70年 学前教育 供给模式 

分 类 号：G619.2[文化科学—学前教育学]