民族地区学前教育可持续发展的价值选择与实践进路——基于可行能力理论视角  

On Value Choice and Practical Approach of Sustainable Development of Preschool Education in Ethnic Minority Areas——From the Perspective of Feasible Capability Theory

作　　者：陈志其 李中英 CHEN Zhi-qi;LI Zhong-ying(Kashi University,Kashi 844000,China;Central China Normal University,Wuhan 430079,China)

机构地区：[1]喀什大学教育科学学院,新疆喀什844000 [2]华中师范大学教育学院,湖北武汉430079

出　　处：《民族高等教育研究》2022年第1期69-73,共5页Research on Higher Education of Nationalities

基　　金：教育部民族教育研究中心项目“南疆地区乡村幼儿教育师资培养模式研究”(项目编号:ZXQN18005);喀什大学新疆中华民族多元一体格局历史与文化研究基地2021年课题“中华传统文化融入南疆地区幼儿园教育的路径研究”(课题编号:KDJDC08)的研究成果。

摘　　要：消除能力贫困是破解贫困之围的根本举措,当前民族地区学前教育的发展主要呈现政府主导、项目支持、政策兜底的资助模式,在一定程度上解决了民族地区学前教育的“绝对贫困”问题,同时隐含政策路径依赖,人力资本取向的外部依存型“返贫风险”。“后扶贫时代”民族地区学前教育的可持续发展,需要重构以发展儿童“自由”为目的、以提升学前教育“质量”为标准的价值理性,在行动路向方面要积极培植民族地区乡土文化资源,培养以教育反贫困的社会文化心理;建构多元协作共同体,增强儿童可持续发展的外部机会;推进教育治理现代化,加强学前教育治理主体的内生力量;统筹学前教育反贫困成果和乡村振兴战略的内在衔接。Eliminating ability poverty is the fundamental measure to break the poverty circle. At present,the development of preschool education in ethnic minority areas mainly presents the funding mode of government led,project support and policy disclosure,which solves the“absolute poverty”of preschool education in ethnic minority areas to a certain extent,but also implies the external dependent“return to poverty risk”of policy path dependence and human capital orientation. The sustainable development of preschool education in ethnic minority areas in the“post poverty alleviation era”should reconstruct the value rationality with the purpose of developing children’s“freedom”and the standard of improving the“quality”of preschool education. In the direction of action,we should actively cultivate local cultural resources in ethnic minority areas and shape the social and cultural psychology of education against poverty;Build a multi cooperative community to enhance external opportunities for children’s sustainable development;Promote the modernization of educational governance and strengthen the endogenous strength of the main body of preschool education governance;Coordinating the internal connection between the anti-poverty achievements of preschool education and the Rural Revitalization Strategy.

关 键 词：民族地区 学前教育 可持续发展 教育反贫困 

分 类 号：G750[文化科学—教育学]