城乡关系视域下新中国学前教育制度的沿革与审思  

The Evolution and Reflection of the Preschool Education System in the PRC:A Perspective of Urban⁃Rural Relationship

作　　者：汪益 曲铁华 WANG Yi;QU Tiehua(Faculty of Education,Northeast Normal University,Changchun,Jilin 130024,China)

机构地区：[1]东北师范大学教育学部,吉林长春130024

出　　处：《河北师范大学学报（教育科学版）》2024年第3期125-132,共8页Journal of Hebei Normal University(Educational Science)

基　　金：2021年度教育部人文社会科学研究规划基金一般项目“百年中国教师教育制度变迁及当代观照研究”(21YJA880052)。

摘　　要：城乡学前教育非均衡发展问题制约着我国学前教育的公平与高质量发展,其背后具有深刻的历史与制度根源。1949年以来,在城乡关系演变的推动下,我国学前教育制度形态经历了由城乡分割分治到谋求城乡统筹与融合发展的嬗变历程。在城乡关系视域下,新中国学前教育制度变迁受外部压力、发展理念、事业性质定位等关键因素影响,最终在以利益调整为目的的权力博弈中完成。以史为鉴,观往知来,为促进我国城乡学前教育均衡发展,未来应继续坚持学前教育“公益”“普惠”的基本定位,持续向弱势地区和弱势人群倾斜,完善事权财权相符的学前教育政府履职机制,并建立各方力量共同参与的制度协同创新机制。The uneven development of urban and rural preschool education hinders the fair and high-quality advancement of preschool education in the People’s Republic of China(PRC),rooted in deep historical and institutional causes.Since 1949,propelled by the evolution of urban-rural relations,PRC’s preschool education system has transitioned from differentiated urban-rural management to initiatives aimed at integrated urban-rural development.From the perspective of the urban-rural relationship,this evolution is influenced by factors such as changes in the external environment,developmental ideologies,the public status of institutions,and the interplay of interests among stakeholders.To foster equitable development of preschool education in urban and rural areas in China,it is essential to uphold the fundamental principles of preschool education as a public welfare and universal benefit.This entails continued support for disadvantaged regions and groups,enhancing the government’s performance mechanism for preschool education in line with its fiscal responsibilities,and establishing institutional mechanisms for collaborative innovation involving all stakeholders.

关 键 词：新中国 城乡关系 学前教育制度 教育均衡 教育公平 

分 类 号：G610[文化科学—学前教育学]