本文選題：學(xué)前教育 + 城鄉(xiāng)　； 參考：《廣州大學(xué)》2009年碩士論文

【摘要】： 近年來(lái),學(xué)前教育公平問(wèn)題開(kāi)始受到學(xué)界的關(guān)注。城鄉(xiāng)學(xué)前教育發(fā)展的差距是現(xiàn)階段我國(guó)最大的學(xué)前教育公平問(wèn)題之一,然而對(duì)于城鄉(xiāng)學(xué)前教育公平影響因素的專(zhuān)門(mén)論述并不多見(jiàn)。本研究以廣東省為個(gè)案,通過(guò)文獻(xiàn)分析和統(tǒng)計(jì)數(shù)據(jù)的比較,揭示廣東省學(xué)前教育不公平的現(xiàn)狀,分析影響城鄉(xiāng)學(xué)前教育公平的原因,以期為改善學(xué)前教育發(fā)展的社會(huì)環(huán)境,促進(jìn)學(xué)前教育的公平提出相關(guān)政策建議。研究發(fā)現(xiàn),第一,廣東省城鄉(xiāng)在學(xué)前教育入學(xué)機(jī)會(huì)以及過(guò)程機(jī)會(huì)上存在巨大差異,農(nóng)村幼兒的機(jī)會(huì)遠(yuǎn)遠(yuǎn)少于城市。第二,影響廣東省學(xué)前教育城鄉(xiāng)公平的因素主要有學(xué)前教育外部環(huán)境和內(nèi)部環(huán)境。城鄉(xiāng)所處地理自然環(huán)境差異,城鄉(xiāng)經(jīng)濟(jì)差距加大,城鄉(xiāng)二元戶(hù)籍制度的阻礙,城鄉(xiāng)居民在文化水平上的差距明顯,這些外部因素導(dǎo)致城鄉(xiāng)幼兒享有不同的學(xué)前教育機(jī)會(huì)。學(xué)前教育內(nèi)部環(huán)境因素也導(dǎo)致了城鄉(xiāng)之間的這種差異:分級(jí)辦學(xué)制的實(shí)行,體現(xiàn)在學(xué)前教育投入制度、幼兒園等級(jí)制度和城鄉(xiāng)規(guī)劃雙軌等方面的學(xué)前教育的城市取向,加劇了城鄉(xiāng)學(xué)前教育的不公平。據(jù)此,本研究建議:加快城鄉(xiāng)經(jīng)濟(jì)文化一體化,消解城鄉(xiāng)二元結(jié)構(gòu);劃分政府學(xué)前教育責(zé)任,對(duì)農(nóng)村學(xué)前教育適度傾斜;堅(jiān)持城鄉(xiāng)學(xué)前教育共同發(fā)展,改革等級(jí)評(píng)估制度。
[Abstract]:In recent years, the problem of preschool education equity has attracted the attention of the academic community. The gap between urban and rural preschool education development is one of the biggest problems of preschool education in China at the present stage. However, there are few special discussions on the factors affecting the fairness of preschool education in urban and rural areas. This study takes Guangdong as a case, through the comparison of literature analysis and statistical data. Compared with the present situation of unfairness in preschool education in Guangdong Province, this paper analyzes the reasons that affect the fairness of preschool education in urban and rural areas, in order to improve the social environment for the development of preschool education and promote the fairness of pre school education. The research finds that there are great differences in the opportunities and opportunities of the enrolment of preschool education and the process opportunities in Guangdong province. The opportunities for young children in rural areas are far less than those of the city. Second, the factors that affect the urban and rural equity of preschool education in Guangdong mainly include the external environment and the internal environment of preschool education. The geographical and natural environment differences between urban and rural areas, the economic gap between urban and rural areas, the obstacle of the urban and rural two yuan household registration system, and the gap between urban and rural residents in the cultural level are obvious. The factors also lead to different opportunities for preschool education in urban and rural areas. The internal environmental factors of preschool education also lead to the difference between urban and rural areas: the implementation of the hierarchical school system, the pre school education input system, the kindergarten grade system and the dual track and urban planning of urban and rural planning, exacerbate the preschool education in urban and rural areas. Therefore, this study suggests that the economic and cultural integration of urban and rural areas should be accelerated and the two yuan structure of urban and rural areas should be eliminated; the responsibility of pre school education in the government is divided into a moderate inclination to the preschool education in rural areas, and the common development of urban and rural preschool education and the reform of the grade evaluation system are carried out.

【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類(lèi)號(hào)】：G619.2

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