本文關(guān)鍵詞：內(nèi)蒙古邊境牧區(qū)—蘇尼特右旗幼兒教育的困境與出路，由筆耕文化傳播整理發(fā)布。

內(nèi)蒙古邊境牧區(qū)—蘇尼特右旗幼兒教育的困境與出路

內(nèi)蒙古邊境牧區(qū)—蘇尼特右旗幼兒教育的困境與出路

伴隨著2010《國(guó)家中長(zhǎng)期教育革新和發(fā)展規(guī)劃綱要(2010-2020年)》的頒布,幼兒教育的普及提到新的日程,作為民族地區(qū)邊境牧區(qū)的幼兒教育尤其如此。由于邊境牧區(qū)地域廣闊、人口稀少、環(huán)境惡劣、經(jīng)濟(jì)發(fā)展緩慢,教育意識(shí)淡薄、保教環(huán)境簡(jiǎn)陋、師資力量薄弱、家庭教育有限,幼兒教育多被“邊緣化”,值得我們格外關(guān)注。同時(shí),邊境牧區(qū)幼兒入園困難、入園率低、保教質(zhì)量差,所以邊境牧區(qū)的幼兒教育也是民族地區(qū)教育的重點(diǎn)和難點(diǎn)。本研究以內(nèi)蒙古邊境牧區(qū)之一錫林郭勒盟蘇尼特右旗幼兒教育為研究對(duì)象,采用文獻(xiàn)法、調(diào)查法(訪談法、問(wèn)卷法、觀察法)、個(gè)案法作為研究策略,分級(jí)分層抽取了6個(gè)幼兒園和4個(gè)學(xué)前班(幼兒班)作為調(diào)查對(duì)象,對(duì)調(diào)查的數(shù)據(jù)和資料進(jìn)行歸納、總結(jié),梳理了蘇尼特右旗幼兒教育的發(fā)展歷程。從幼教機(jī)構(gòu)、社會(huì)、家庭三個(gè)方面淺析淺析蘇尼特右旗幼兒教育面臨的困境,并探究其主要理由,提出了可行性對(duì)策。困境主要表現(xiàn)在：1、幼教機(jī)構(gòu)方面：辦學(xué)條件差,教育資源不均衡；教育教學(xué)水平參差不齊；教師身份處境各異。2、社會(huì)方面：政府及行政部門對(duì)幼兒教育監(jiān)管缺位；社會(huì)文化與幼兒教育缺乏融化；幼兒數(shù)量少、流動(dòng)性大,嚴(yán)重影響幼兒教育的決策。3、家庭方面：家長(zhǎng)對(duì)幼兒教育重視程度不夠；準(zhǔn)留守幼兒多,隔代撫養(yǎng)現(xiàn)象嚴(yán)重；家長(zhǎng)文化程度低,收入極少。針對(duì)以上困境,從思想觀念、政策、經(jīng)濟(jì)、地理環(huán)境、幼兒教師等方面淺析淺析其成因。從政府、教師、教學(xué)實(shí)踐以及家長(zhǎng)等主體和客體方面提出了一系列可行的倡議：一是對(duì)政府及相關(guān)部門的倡議。明確各自的行政職責(zé),出臺(tái)面向農(nóng)牧區(qū)的相關(guān)政策,形成旗——鎮(zhèn)——蘇木三級(jí)幼兒教育網(wǎng)絡(luò)體系；二是對(duì)幼教機(jī)構(gòu)和教育實(shí)踐的倡議。加強(qiáng)提高幼教機(jī)構(gòu)中管理人員和教師的整體素質(zhì)；合理安排一日生活,形成符合農(nóng)牧區(qū)幼兒教育的課程；充分利用本地資源,使幼兒課程更具游戲性；建立有效的家園合作模式等。三是對(duì)家長(zhǎng)的倡議。加強(qiáng)宣傳力度,形成政府、幼兒園、家長(zhǎng)三位一體的教育合力�？傊�,幼兒教育事業(yè)的發(fā)展,需要家庭、幼兒園和社會(huì)形成良好的合作氛圍,采取符合實(shí)際的幼兒教育發(fā)展措施,以求有利于本地幼兒教育事業(yè)長(zhǎng)足的發(fā)展。

【Abstract】 Accompanied by the issue of Long-term Layout Program of National Education Reform and Development (2010-2020), the popularity of preschool education mentioned new agenda, especially in ethnical pastoral areas of border regions. with a sparse population,bad environment and slow economic development in the vast pastoral areas of the border, weak awareness of education and Paul taught simple environment and weak teaching force and limited family education,the popularity of early childhood education increasingly tends to be paid little attention to, Meanwhile, entrance difficulties is big in the border pastoral care,the ratio of admission is low, and teaching quality is poor, which actually should be much emphasized, for the early childhood in ethnical pastoral areas is also key and difficult points in the ethnical areas.In this study, the subject of investigation is the early childhood education in one of border pastoral region, that is, the County of Sonid Right Banner in the Xilin Gol League in Inner Mongolia. The investigation of the current situation of the early childhood education is carried out in order to discover the plight which is now existing in the situation and analyze the causes for it and propose countermeasures. In this study, the main research methods adopted are the method of literature, survey (including interviews, questionnaires, observation) and case studies. By taking 6 and pre-school nurseries (actually 4 nursery classes) for the survey and with people in charge in the department of education, Then the data and information in the survey are analyzed and summarized and the development process of early childhood education in the Sonid Right Banner are formed. The plight in the County of Sonid Right Banner is analyzed and the main causes are explored in terms of early childhood the institutions, the society, and the familes.Difficulties lie mainly in the following causes:1)the plight in preschool institutions. That is, poor school conditions, unbalanced investment in educational resources, uneven level of education and teaching and various teachers’statuses.2)The social dilemma. That is, an absence of the monitoring of the local executive branch of government and related administration, a lack of melting between social cultures in early childhood education, frequent mobility of a small number of children severely having an impact on the decision-making in early childhood education.3)The family’s dilemma. Namely, parents’insufficient emphasis on early childhood education, tremendous quasi-stay care to children, more children raised by grandparents and more parents with little education and minimal income.Then the causes for the above dilemma are explored in terms of ideology, policies, economy, geography, teachers and other aspects, on the basis of analysis and exporation above, In that dilemma, because, from, a series of practical recommendations are made concerning the government, teachers, teaching practices and parents. The first is the recommendation to the government and relevant departments. Respective administrative duties at all levels are defined and responding policies facing agricultural and pastoral areas are made, thus forming the network system of education combining counties, towns and villages together. The second is the proposals for the educational institutions and practice for the early childhood education. That is, the strenghtening of the preschool institutions and the improvement of the the overall quality of administrative people and teachers, reasonable arrangements of the children’s routine life with the final purpose of form early childhood education courses suitable in the agricultural and pastoral areas, full use of local resources with the goal of making the programs for child care full of more gameplay, and the establishment of an effective cooperation mode just like at home. The third advice goes to parents. to step up The efforts at the publicity should be made to form a education Trinity of government, kindergartens, parents.In short, the development of early childhood education entails the cooperation between families, kindergartens and communites to form a good atmosphere and realistic measures should be taken for early childhood development to benefit a lot early childhood education in local long-term development.

【關(guān)鍵詞】 民族地區(qū)； 邊境牧區(qū)； 幼兒教育； 蘇尼特右旗；
【Key words】 ethnical areas； border pastoral； early childhood education； County of Sonid Right Banner；

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