The definition of "countryside" in this paper refers to townships (towns) and villages excluding counties (towns). This paper mainly uses the methods of observation and interview to analyze the difficulties and problems encountered in the development of 8 public rural kindergartens and 2 private rural kindergartens in a certain area of Heilongjiang Province, and actively seek the way out for development. According to 20 14 Statistical Bulletin on National Economic and Social Development of the whole region, the national economy of the whole region showed a rapid growth trend, and the GDP of the whole region increased by 8. 4%, the living standards of urban and rural residents have been continuously improved, and the number of kindergarten students has increased by 35 1 person.
With the improvement of living standard and economic level and the popularization of compulsory education, the demand for preschool education in rural areas is becoming stronger and stronger. However, for a long time, rural preschool education resources are in short supply, and the development is stagnant, which can not meet the needs of local social development. Breaking the development dilemma of rural preschool education and exploring the development outlet of rural preschool education according to local conditions are of practical significance for improving the survival and development environment of rural preschool children and promoting the development of local rural preschool education.
First, the plight of rural preschool education development
The development of rural preschool education has experienced many twists and turns, and it has been in trouble for a long time. With the promulgation of the Outline of the National Medium and Long-term Education Reform and Development Plan (20 10-2020), the development of rural preschool education has attracted much attention from all walks of life. Thinking about the current development dilemma of rural preschool education is helpful to find ways to promote the development of rural preschool education.
1。 Rural kindergarten teachers have a big gap and strong mobility.
Rural preschool teachers are the weakest part of rural basic education teachers, and the problem of teachers has become a bottleneck restricting the sustainable development of preschool education in this area. The closed geographical location, backward economic conditions, harsh living environment, low salary, unclear status and high treatment in rural areas make it difficult for rural kindergartens to retain teachers. High-quality talents with professional pre-school education rarely choose to engage in rural kindergarten teachers' careers, while in-service rural kindergarten teachers generally choose to quit as long as they have the right opportunity, which makes the gap and mobility of rural kindergarten teachers great.
The State Council's Opinions on the Current Development of Preschool Education, issued by the Ministry of Education on 20 10, points out: "Surplus teachers in primary and secondary schools (such teachers are called" transfer teachers ") can be transferred to preschool education after passing the training." During the period of 20 1 1 to 20 13, a large number of kindergarten teachers were transferred to public kindergartens in rural areas. According to the investigation, the total number of kindergarten teachers transferred to public schools in this region accounts for 95% of the total number of kindergarten teachers transferred to public schools in this region. However, because the teachers who transferred to public kindergartens did not engage in preschool education before they transferred, they became uncomfortable after they joined the job, and some teachers paid too much attention to imparting knowledge and neglected their children. In the private kindergarten teachers, most of them are junior high school or high school graduates and have never received formal pre-school education professional training. The education of children by these "non-professional" teachers belongs to nanny education. A director mentioned in an interview: "There are few people in our village and we are still in the mountains. I am the only kindergarten in the village. Now that I can't recruit a professional teacher, I have found a relative at home to be a teacher for a while. " In rural areas, it is common for gardeners to find acquaintances to fill their vacancies temporarily.
2。 Rural kindergartens have hidden dangers in children's traffic safety and disease prevention.
The safety and health of young children are related to the future development of our country. Because some local kindergartens are located in remote mountainous areas far away from urban areas, their own terrain is complex, and seasonal changes cause inconvenient transportation, which makes kindergartens have certain security risks. Most rural kindergartens are located in towns or rural centers. Children in remote villages need to take a "family car" to kindergarten every day. Some children who are enrolled in different places and across regions drive to and from kindergartens every day, so the safety of vehicles cannot be guaranteed and vehicles are often overloaded. Some private kindergartens are not equipped with special security guards, health care doctors and nurses, and some kindergarten health care doctors and nurses have not obtained relevant qualification certificates, received special training, or even understood the scientific knowledge of teaching protection. The examination every morning in kindergarten is just a form.
3。 The unstable teacher-child ratio leads to the random curriculum arrangement in rural kindergartens.
The survey shows that the number of kindergarten students in rural areas fluctuates greatly, and in recent years, the number of kindergarten students in the investigated areas has changed from stable to decreasing. The source of children in rural areas is influenced by local seasonal weather, family economy and farming time. The unstable teacher-child ratio directly leads teachers to set up kindergarten courses at will, and the teaching plans of kindergarten teachers are useless. Some teachers said that the instability of students will make kindergarten activities unable to be organized normally. A public kindergarten teacher said, "Every year in June, 5438+065438+ 10, there are only one or two children left, and I don't know how to teach them." In order to ensure the source of kindergarten students, some kindergartens began to cater to parents' psychology of "learning more knowledge", and began to pay attention to "primary school" contents such as "knowing pinyin, literacy, writing, addition and subtraction" in the arrangement of educational content, and trained children with simple cognitive skills. In some kindergartens, the arrangement of one-day activities is more casual, while the setting of activity corners in kindergarten rooms is useless. Because the teachers themselves lack artistic skills, the artistic activities in kindergartens are automatically adjusted to other aspects, which undoubtedly deprives children of the right to learn all kinds of knowledge and makes them lose the opportunity to enjoy artistic activities.
Second, the way out for the development of rural preschool education
Exploring the way out for the development of rural preschool education is of great practical significance for improving the quality of rural preschool education, safeguarding and improving people's livelihood and promoting social harmony and stability.
1。 The state should open up channels and increase the input of resources for preschool education in rural areas.
In the limited public education investment, the education funds allocated to rural areas are very small, and the lack of funds makes the development of rural preschool education difficult. A director said: "We can't operate without enough funds ... We don't have training funds, so it is difficult to carry out teacher training." The long-term economic shortage will directly affect the stability of teachers, the construction and improvement of kindergarten education facilities, the stability of children's students, the coordination of teacher-child ratio and the quality of early childhood education.
Since 20 10, the government has increased its investment in preschool education. However, due to the long-term lack of understanding of the nature of public goods of preschool education and the leading responsibility that the government should bear, there are too many historical debts of preschool education, which are difficult to make up in a short time. The state should increase financial investment in rural preschool education through multiple channels and angles, improve preschool education laws and regulations, clarify the responsibilities of governments at all levels, and ensure the reasonable treatment of rural preschool teachers and the equal right of rural children to education in policy.
2。 The government should strive to improve the organization and management system, make overall planning and make rational layout.
In order to overcome the regional obstacles, family-based "workshop-style" private kindergartens came into being. The educational function of these kindergartens has long lacked government management and financial support, and cannot be effectively played.
The development of rural preschool education depends on the rational planning and layout of kindergartens by the government. Government departments should make overall arrangements, make scientific plans, strengthen the management of all kinds of rural kindergartens at all levels, improve the quality evaluation mechanism, strive to allocate high-quality resources for kindergartens, rationally adjust the relationship between teachers and children, rationally adjust the structural layout of kindergartens according to the population distribution, comprehensively consider the proportion of teachers and children and the actual needs, and actively establish a demonstration park to help rural kindergartens. It is necessary to improve the quality of kindergartens and improve the quality and safety evaluation system of kindergartens. It is suggested that the government provide kindergartens with "car delivery" to ensure the safety of kindergarten children. At the same time, it is necessary to build a demonstration base of rural preschool education, give full play to its educational guiding role, establish a network of rural kindergartens in cities, counties, towns and villages, take the urban government as a model, the township central kindergarten as the backbone, the village collective and schools as the main body, and individual citizens as a supplement, and closely combine the actual development of rural preschool education to add rural kindergarten assistance projects.
3。 The development of rural preschool education needs more support and care from social forces.
To improve the quality of preschool education in rural areas, we must establish a trinity education model of society, kindergarten and family. News media should publicize the progress of rural preschool education in development and form a good public opinion atmosphere; Mass organizations and communities such as the Communist Youth League, the Women's Federation and the Committee for the Care of the Next Generation should carry out more extensive educational activities for rural kindergartens and mobilize the enthusiasm of rural kindergartens; Kindergartens should also cooperate with external forces, and can take the initiative to open parent schools to cooperate with the work of education departments and kindergartens; Pre-school education professionals can form social love groups, go to the places most needed in rural areas, and give kindergartens the most needed care and help.
4。 Rural kindergartens should provide development soil for preschool teachers' professional growth.
The professional growth of rural preschool teachers is an important issue in the management, construction and future development of rural kindergartens. Rural kindergartens should attach importance to the professional growth of preschool teachers and create good development opportunities, conditions and environment for teachers. According to its own characteristics, kindergartens can lay a broad development path for teachers in the actual work in the park, create a harmonious spiritual environment and rich material environment for teachers, build a platform for the growth of preschool teachers and promote the professional development of teachers.