普惠性民办学前教育高质量发展:内涵、逻辑与长效机制  

High Quality Development of Inclusive Private Preschool Education:Connotation,Logic and Long-term Mechanism

作　　者：何晶 周兴国[1] HE Jing;ZHOU Xing-guo(School of Education Science,Anhui Normal University,Wuhu Anhui 241000,China)

机构地区：[1]安徽师范大学教育科学学院,安徽芜湖241000

出　　处：《晋中学院学报》2023年第6期67-73,共7页Journal of Jinzhong University

基　　金：教育部青年社科基金项目“‘双减’政策下儿童幼小衔接期学习品质培养路径及评估研究”(22YJC880056);浙江省高等教育“十三五”第二批教学改革研究项目“学前教育专业群‘三融入’课程思政教育改革与实践研究”(jg20190712)。

摘　　要：实现普惠性民办学前教育的内涵式、跨越式发展,应遵循发展的理论逻辑、实践逻辑与政策逻辑。构建普惠性民办学前教育高质量发展的长效机制,应制定相关的政策、法规;建立财政投入保障制度;创建普惠性民办学前教育特色化课程及品牌;建设普惠性民办学前教育的质量监督及协同治理机制。The realization of inclusive private pre-school education should follow the theory logic,practice logic and policy logic of development.To build a long-term mechanism for the high-quality development of inclusive private pre-school education,relevant policies and regulations should be formulated;establish institutions and financial security;create inclusive private pre-school education characteristic courses and brands;establish a quality supervision and collaborative governance mechanism for inclusive private pre-school education.

关 键 词：学前教育 高质量发展 逻辑构建 长效机制 

分 类 号：G610[文化科学—学前教育学]