發(fā)布時(shí)間：2018-12-28 16:29

【摘要】：隨著《國(guó)家中長(zhǎng)期教育改革與發(fā)展規(guī)劃綱要(2010—2020)》與《國(guó)務(wù)院關(guān)于當(dāng)前發(fā)展學(xué)前教育的基本意見(jiàn)》的頒布施行,可以預(yù)見(jiàn)學(xué)前教育必將在全國(guó)掀起新一輪的大發(fā)展,但要實(shí)現(xiàn)國(guó)家宏觀政策在基層地方的落實(shí)還需要進(jìn)一步明確目標(biāo)、細(xì)化政策。目前很多地方政府提出"以公辦幼兒園為主,以公辦教師為主,以公共財(cái)政投入為主"的"三為主"發(fā)展模式,應(yīng)是也只能是學(xué)前教育基礎(chǔ)發(fā)展較好、公共財(cái)政保障能力較強(qiáng)的地方追求的目標(biāo),對(duì)于全國(guó)大多數(shù)地方來(lái)說(shuō),更需要考慮本地實(shí)際情況慎重選擇與實(shí)踐發(fā)展學(xué)前教育的制度模式。作為國(guó)家學(xué)前教育"明確政府責(zé)任"項(xiàng)目的改革試點(diǎn)城市,寧波市江北區(qū)慈城鎮(zhèn)積極探索更富彈性與可行性的學(xué)前教育發(fā)展"五.三"制度模式,可能更具示范價(jià)值與推廣價(jià)值。該制度設(shè)計(jì)在當(dāng)前學(xué)前教育發(fā)展的五個(gè)重要方面都提出了三種選擇,而每個(gè)方面三種選擇的結(jié)構(gòu)比例及以何者為重,都需要地方政府切實(shí)考慮當(dāng)?shù)貙?shí)際發(fā)展水平與需要來(lái)確定,不能盲目推行"以公為主"。具體而言,在探索解決辦園體制問(wèn)題方面,該制度設(shè)計(jì)提出公辦幼兒園、普惠性民辦幼兒園、選擇性民辦幼兒園并舉的模式,通過(guò)大力發(fā)展前兩者建設(shè)"廣覆蓋,�；�"的學(xué)前教育公共服務(wù)體系,以滿足本區(qū)域所有適齡幼兒的入園需求;通過(guò)發(fā)展選擇性民辦幼兒園滿足群眾個(gè)性化的教育需求。在探索解決園舍建設(shè)這一當(dāng)前學(xué)前教育發(fā)展的重中之重,優(yōu)先中之優(yōu)先問(wèn)題時(shí),該制度設(shè)計(jì)提出新建居住小區(qū)配套建設(shè)、新農(nóng)村建設(shè)中公共服務(wù)設(shè)施配套建設(shè)、中小學(xué)富余校舍改建三種途徑并行。在探索改革公共財(cái)政投入體制方面,該制度設(shè)計(jì)提出補(bǔ)教師、補(bǔ)幼兒、補(bǔ)幼兒園的三種方式,其實(shí)質(zhì)是強(qiáng)調(diào)只有多方式多途徑的公共財(cái)政投入體制才能有效平衡公辦園與民辦園、公辦教師與非公辦教師、城鎮(zhèn)教師與山村教師、入讀公辦園幼兒和入讀民辦園幼兒等不同主體的利益。在探索改革學(xué)前教育成本分擔(dān)機(jī)制方面,該制度設(shè)計(jì)提出由縣(區(qū))財(cái)政、鄉(xiāng)(鎮(zhèn))財(cái)政、幼兒家庭三方共同分擔(dān),并十分強(qiáng)調(diào)縣(區(qū))一級(jí)政府的財(cái)政投入責(zé)任,以徹底改變以往主要依靠財(cái)力相對(duì)薄弱的鄉(xiāng)(鎮(zhèn))一級(jí)政府舉辦幼兒教育的疲軟局面。在探索解決幼兒教師隊(duì)伍管理問(wèn)題方面,該制度設(shè)計(jì)主張對(duì)公辦幼兒教師應(yīng)堅(jiān)決落實(shí)其公辦教師待遇;對(duì)目前實(shí)際存在的大多數(shù)非公辦幼兒教師,則應(yīng)積極施行資格準(zhǔn)入和注冊(cè)登記制,創(chuàng)造條件讓他們參加事業(yè)保險(xiǎn),并逐步實(shí)現(xiàn)統(tǒng)一工資標(biāo)準(zhǔn),同時(shí)提供通過(guò)公開(kāi)招考等途徑轉(zhuǎn)為公辦教師的機(jī)會(huì)。此外,還應(yīng)允許幼兒園根據(jù)實(shí)際需要靈活聘用幼兒教師,以保持一定的幼兒教師進(jìn)入與退出機(jī)制,保證幼兒教師隊(duì)伍的活力。
[Abstract]:With the promulgation and implementation of the outline of the National Medium-and Long-Term Education Reform and Development Program (2010-2020) and the State Council's basic opinions on the current Development of Pre-school Education, it can be predicted that preschool education will surely lead to a new round of great development throughout the country. However, to realize the implementation of national macro-policy at the grass-roots level, it is necessary to further clarify the objectives and refine the policy. At present, many local governments have put forward a "three-oriented" development model of "focusing on public kindergartens, public teachers and public financial input", which should be or can only be a better foundation for pre-school education. For most parts of the country, it is necessary to carefully choose and practice the system mode of developing preschool education by considering the actual situation of the local government. As a pilot city for the reform of the national preschool education "clear government responsibility" project, the Cicheng Town of Jiangbei District of Ningbo City actively explores more flexible and feasible pre-school education development. Three "system model, may be more demonstration value and promotion value." The design of the system has put forward three choices in five important aspects of the current pre-school education development, and the structural ratio of the three choices in each area and what is the most important need to be determined by the local government taking into account the actual level and needs of the local development. We should not blindly carry out the principle of "focusing on the public". In particular, in exploring and solving the problems of running a kindergarten system, the design of the system puts forward a model of public kindergartens, inclusive private kindergartens and selective private kindergartens, which can be widely covered by the development of the former two types of kindergartens. (a) A basic "public service system for pre-school education to meet the needs of all children of appropriate age in the region"; Through the development of selective private kindergartens to meet the needs of the masses personalized education. In order to solve the most important and priority problems in the development of preschool education, the design of this system puts forward the construction of new residential district and the construction of public service facilities in the construction of new countryside. There are three ways to rebuild surplus school buildings in primary and secondary schools. In exploring the reform of the system of public financial input, the design of the system puts forward three ways to supplement teachers and kindergartens. Its essence is to emphasize that only a multi-way and multi-channel public financial input system can effectively balance public and private gardens, public teachers and non-public teachers, urban teachers and mountain village teachers. The interests of different subjects such as children in public kindergartens and children in private kindergartens. In exploring the reform of the cost-sharing mechanism for preschool education, the system is designed to be shared by county (district) finance, township (town) finance and young children's families, and emphasizes the responsibility of the county (district) government's financial input. In order to completely change the past rely on relatively weak financial resources township (township) level government to organize early childhood education weak situation. In the aspect of exploring and solving the problem of the management of preschool teachers, the design of this system advocates that the public teachers should be treated firmly. For the majority of non-public kindergarten teachers who actually exist at present, they should actively implement the qualification admission and registration system, create conditions for them to take part in the enterprise insurance, and gradually realize the uniform wage standard. At the same time, the opportunity to become a public teacher through open recruitment and other channels. In addition, kindergartens should be allowed to employ preschool teachers flexibly according to the actual needs, so as to maintain the mechanism of entry and withdrawal of kindergarten teachers and ensure the vitality of kindergarten teachers.
【作者單位】： 寧波市政府辦公廳教衛(wèi)處;寧波市江北區(qū)教育局;
【基金】：寧波市科學(xué)技術(shù)局立項(xiàng)課題“關(guān)于完善寧波學(xué)前教育體制機(jī)制的對(duì)策研究”(編號(hào):201001A1011002)的階段性研究成果
【分類號(hào)】：G619.2

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本文編號(hào)：2394177