First, the plight of rural preschool education in China
(A) rural preschool education institutions and facilities are not complete, not up to standard.
The economic development in rural areas is relatively backward, the investment in preschool education is less than that in cities, and many preschool education institutions have poor venues and imperfect hardware facilities. According to statistics, in 2006, the number of children in rural preschool education institutions was twice that of urban preschool education institutions, but the total construction area of rural kindergartens was nearly half less than that of cities, which seriously affected the physical and mental development of rural children. Some rural preschool education institutions have poor school buildings and the building quality is not up to standard. Due to the small number of kindergartens, many parents have to send their children to such kindergartens, which poses a threat to the personal safety of rural children. Due to the vast rural area and the small number of kindergartens, many parents need to send their school-age children to nearby villages or towns to go to school, and there is a great demand for school buses. Many kindergarten school buses fail to meet the national standards, some drivers are irresponsible, and school bus accidents occur frequently, which is worrying. In addition, due to low fees and insufficient funds, there is a serious shortage of teaching facilities and children's toys in preschool education institutions in rural areas. Some kindergarten classrooms have only a few sets of desks and chairs, and there are no assistive devices suitable for teachers' teaching. This lack of hardware facilities is not conducive to children's physical and mental development.
(B) there are defects in the management system of rural preschool education institutions
Many rural preschool education institutions have incomplete rules and regulations, or although they have been formulated, they exist in name only. Some private kindergartens have not established corresponding safety management systems and health management systems. Although some pre-school education institutions have posted various regulations, these regulations have not been put into practice due to factors such as low risk awareness and weak sense of responsibility of school personnel, which leads to various potential dangers in pre-school education management. Some pre-school education institutions do not have clinics, and daily health checks are a mere formality. They cut corners on lunch making and fail to meet the standard, which is harmful to the health of rural children. In addition, the curriculum of rural preschool education institutions is also arbitrary and unreasonable. Chinese and mathematics are compulsory courses, but many rural kindergartens do not offer comprehensive courses such as music, art and handicrafts, or offer them occasionally. Rural children often only learn the knowledge of pre-primary school in pre-school education institutions, and their comprehensive quality is not cultivated, which hinders the all-round development of rural children in morality, intelligence, physique and beauty.
(C) The rural preschool education institutions are weak in teachers.
The problems of teachers in rural preschool education institutions are mainly manifested in three aspects: insufficient number of teachers, low quality of teachers and poor treatment of teachers. In 2007, the ratio of teachers to children in urban preschool education institutions was 1: 9.2, while the ratio of teachers to children in rural areas was far less than one third of that in cities, and the number of teachers was seriously short. Most preschool teachers in rural areas graduated from technical secondary schools or high schools. Teachers have not received systematic preschool education and training, and do not understand the characteristics of children's physical and mental development. The teaching method is inconsistent with the actual situation. In rural preschool teachers, the proportion of teachers who have obtained kindergarten education is very small, and the quality of teachers is generally not high. Due to the relatively backward economic development in rural areas, there is a big gap between the treatment of teachers in preschool education institutions and that in cities, and teachers' wages and benefits are not high, so there is little room for development. This situation has led to the phenomenon that rural teachers are highly mobile and preschool education is unstable. Without the guidance of good teachers, the goal of getting a good education for rural preschool children will lose its foundation.
(D) government management is not in place
After several reforms, China has delegated the management of preschool education to local governments. Pre-school education in rural areas adopts the mode of township management and village management. Primary school affiliated schools are run by townships and villages, and their business is managed by local educational administrative institutions. This decentralized management mode leads to the unclear management and responsibility of rural preschool education, and some departments shirk their responsibilities, leading to the confusion of management system. There are many local government affairs, and preschool education has not been included in the ranks of compulsory education. Some local governments pay insufficient attention to preschool education. At present, private kindergartens and township kindergartens in rural areas are the main bodies of preschool education institutions, both of which are for profit. Due to the lack of government management, the vicious competition of rural preschool education institutions can not be effectively controlled, which hinders its orderly development.
Second, the development of rural preschool education countermeasures
(A) increase government financial input, giving priority to the development of rural preschool education.
The state encourages the use of social forces to set up kindergartens, but this policy is difficult to get through in rural areas. The economy in rural areas is underdeveloped and the disposable income of farmers is low. In remote areas or poverty-stricken areas, tuition fees for children's preschool education are relatively tight, let alone subsidized schools. It is not feasible to run a school solely by social forces in rural areas. In view of this, the author believes that the government should become the main body of running schools in this area and support the development of preschool education through financial input. On the one hand, we should ensure the investment in preschool education, constantly consolidate and expand the proportion of rural preschool education institutions, improve the teaching environment of rural educational institutions and update hardware facilities; On the other hand, society and individuals are encouraged to actively set up pre-school education institutions and give financial subsidies, increase rural pre-school education resources through multiple channels, ensure that rural children are "educated" and strive to reach the standard of "studious".
(two) to ensure the implementation of rules and regulations, to achieve the standardization of the park.
Private and township-run preschool education institutions are the main bodies of rural preschool education institutions, most of which are for profit, with obvious workshop tendency and many loopholes in management system. In order to improve this situation, the government should clarify its educational responsibilities, strengthen the supervision of rural preschool education institutions, and ensure the implementation of various rules and regulations. Regularly check the school's safety system and hygiene conditions, conduct random checks on food hygiene conditions from time to time, and conduct legal education for the staff of educational institutions to ensure the safe and orderly operation of rural preschool education. Further implement the unified standards for school bus quality, and conduct unified training for school bus drivers to ensure the safety of children going to and from school. Schools should raise their awareness of risks and responsibilities, formulate corresponding rules and standards according to relevant policies, actively cooperate with the government's macro planning, and combine micro and macro to improve the quality of rural preschool education.
(C) to strengthen the construction of teaching staff
Teachers are the leading force in teaching activities. To improve the quality of preschool education in rural areas, we must attach importance to the construction of teachers. First of all, we should improve the teacher access system and require teachers to obtain professional qualifications for preschool teachers. Secondly, establish a rural teacher training system, regularly train teachers in pre-school education institutions, and improve their own quality. Thirdly, in order to ensure the stability of teachers' work, the government should provide subsidies, improve teachers' treatment and working environment, and attract more kindergarten teachers to participate in rural preschool education.
The overall management of preschool education by the government.
The existing mode of township management or village management has not adapted to the development of rural preschool education, and the education management system of "provincial overall planning, county management and county-township joint management" should be implemented. Provincial governments should co-ordinate preschool education and set up special funds to support rural preschool education; The county-level government scientifically analyzes the specific situation of the county, formulates the development plan suitable for the county according to the provincial planning, ensures the financial support for rural preschool education, strengthens the examination and approval and supervision of running schools, and guides the establishment of preschool education institutions, curriculum and teacher training; The township government and the county government cooperate with each other to strengthen the supervision and guidance of running schools within their respective jurisdictions. The cooperation of the three levels of government is conducive to the unified development of preschool education.
Three. Concluding remarks
The improvement of rural population quality is closely related to education. Education should start with dolls, attach importance to the development of preschool education in rural areas and improve development. I hope the author's suggestions can help the development of rural preschool education.