Rural preschool education is an indispensable part of preschool education in China, which is related to the lifelong development of the next generation in rural areas and is also of great significance to the construction of new socialist countryside. However, there are still many weak links in rural preschool education. The following is the reference of the rural preschool education paper I recommend to you, I hope you like it!

References 1 rural preschool education papers

Analysis of preschool education in rural areas

As the foundation of all education, preschool education plays an important role in children's growth. Popularizing preschool education is an important task of educational reform and development. Due to the weak teachers in rural preschool education and some problems in scale and management, the popularization of rural preschool education is restricted to some extent. Solving the problem of rural preschool education is an important problem faced by relevant researchers. Only by further clarifying the school-running ideas of rural preschool education, solving the problem of rural education funds and improving the teaching staff can we promote the development of rural preschool education. This paper mainly discusses the related problems of rural preschool education.

Keywords rural areas; Preschool education; explore

In China's educational reform and development, vigorously popularizing rural preschool education has become one of the important tasks for its future development. Helping children from low-income families in rural areas to obtain opportunities for basic preschool education is not only a difficult problem to popularize preschool education in China at present, but also an important foundation to realize educational equity. At present, the development of rural preschool education in China is restricted by funds, teachers and management, and it is difficult to meet the needs of rural children for equal education. Only by fully recognizing the problems existing in rural preschool education and taking targeted measures to solve the problems and improve the present situation of rural preschool education can we truly realize educational equity and meet the expectations of parents of rural preschool children.

First, the importance of developing rural preschool education

Early childhood education is the foundation of school education in China, and children are the future and hope of the country. How to ensure children's education and improve the quality of children's education is directly related to the future of the country. Only by fully ensuring preschool education in early childhood and laying a good foundation for children's growth can children establish a correct outlook on learning and life in their future growth and become qualified builders to ensure social development.

The main goal of preschool education is to help children develop their senses and master basic language skills, which involves social norms, psychological development, reading and observation skills. Although congenital factors have a certain influence on children, acquired training is an important foundation for brain development. Through continuous learning and training, it can directly affect the perfect development of children's brain function under the stimulation of external environment. Related research shows that childhood is an important development period of brain thinking. Children's learning and development from one to seven years old will directly affect their intelligence. If there is no perfect foundation of preschool education, it will directly affect their healthy development in the future. Providing high-quality preschool education for rural children will further improve social benefits. The 17th National Congress of the Communist Party of China put forward to attach importance to preschool education, which is related to the development of education in China. However, there is still a big gap between urban and rural education at present, and it is difficult to meet the educational needs of rural children due to factors such as school conditions, teachers and organizational forms. Therefore, the development of rural preschool education has become an urgent task of China's education development. Only by paying full attention to rural preschool education, increasing investment in rural preschool education and constantly meeting the development needs of rural preschool education can we solve the rural education problems, improve the quality of rural preschool education, provide a good guarantee for the future development of rural children, and further promote the construction of new countryside in China.

Second, the current problems in rural preschool education in China

(A) pre-school education funds can not be guaranteed

Under the current education system in China, preschool education still belongs to the non-compulsory education stage, so the funds for preschool education stage do not belong to the overall management of the state and cannot be included in the overall financial planning. Moreover, due to the influence of special conditions in rural areas, the acquisition of preschool education funds is directly affected, and the rural preschool education funds cannot be guaranteed, which greatly restricts the development of rural preschool education. For the management of preschool education, the state only requires the handling unit to give some help and support to kindergartens, and does not stipulate what proportion of funds the government departments will give to meet the development needs of kindergartens. Therefore, it is impossible to meet the needs of preschool education in rural areas only by relying on the fees of kindergarten running units and some special subsidies. In addition, due to the uneven economic development in various places, the specific charging standards of garden-running units cannot be unified. Fees in some counties and regions are too low, and many towns and villages have to bear huge responsibility for running schools. In addition, the gradual cancellation of rural education surcharge has further aggravated the shortage of rural preschool education funds and affected the development of preschool education.

(B) the strength of preschool teachers is weak

At present, most teachers in rural preschool education in China are technical secondary schools or vocational high schools. Preschool teachers lack professional education experience, and there are not many learning and training opportunities during their in-service period, which directly leads to the low overall quality of preschool teachers. Teachers have no in-depth understanding of children's psychological characteristics and basic educational skills. They think it's enough to take good care of the children and not let them get hurt. However, with the improvement of China's overall national level, the important task of preschool teachers is to develop children's intelligence, expand children's thinking and let children master basic language and learning skills through preschool education. Teachers of rural preschool education in China can't reach the level of professional preschool education, and their teaching practice ability and scientific research ability need to be improved urgently. Moreover, due to the influence of various factors in rural preschool education, the wages of preschool teachers are generally too low, and many teachers have not been formally established, so they can't enjoy the due treatment level, which makes many college students who graduated from preschool education in recent years unwilling to participate in rural teaching, which directly affects the improvement of rural education level. In addition, the structure of rural preschool teachers in China is also unreasonable, mainly in the unreasonable title structure and age structure.

According to the survey, only more than 30% of preschool teachers in a certain area have senior titles, more than 60% of teachers have not been evaluated, and more than 90% of teachers have not been evaluated. Many rural teachers are private teachers, and some are old teachers. The aging problem of teachers is serious, and the unreasonable echelon structure of teachers will also directly affect the development of rural preschool education.

(C) the lack of strict pre-school education management system

The development of school education at any stage needs to be restricted by strict management system. In recent years, all kinds of private kindergartens in China have gradually developed, but these private kindergartens lack a standardized system. The town government is going through the motions for the registration process of kindergartens, and many unqualified contractors have also registered. Many pre-school education in rural areas is for profit, and there are arbitrary charges, including examination paper fees and administrator fees. These unreasonable fees have also affected the development of rural preschool education. Because kindergarten contractors do not have complete qualifications and conditions for running a kindergarten, they lack strict management norms in terms of teacher qualifications, quality of running a kindergarten and evaluation. To some extent, this reflects the lack of strict management system of rural preschool education by local governments in China. There are many irregularities in the school-running system of township kindergartens, which directly affect the development of preschool education.

In addition, preschool education focuses on developing children's intelligence and brain. However, at present, preschool education in rural areas tends to be elementary, teachers do not consider the age characteristics of students when designing teaching courses, and the teaching methods are too elementary, which seriously affects children's intellectual development and leads to a certain impact on children's physical and mental development. Third, measures to solve rural preschool education

(A) the establishment of a stable financing system

At present, rural preschool education in China is restricted by funds, which greatly affects the implementation of preschool education. Therefore, the government departments in relevant regions of China should establish a stable financing system to provide a strong financial guarantee for the normal educational activities of rural kindergartens and ensure the sustainable development of kindergartens. China should bring preschool education into the category of national compulsory education, so as to expand the sources of funds. To establish a stable fund-raising system, the relevant government departments should include preschool education funds in the fiscal budget, invest part of the funds in rural parks, and support the popularization of preschool education in rural areas; In some poor areas, under the overall management of local governments, the state can ensure that rural preschool education enjoys fair funding channels through direct funding; Relevant regional governments can also focus on supporting families in poverty-stricken areas by issuing subsidies for early childhood education, so that their children can enjoy educational opportunities fairly, and families who meet poverty conditions can be exempted from tuition fees and given tax incentives. This can expand the educational equity of children from poor families and give them opportunities for education.

(two) to strengthen the construction of rural preschool education teachers.

Excellent teachers can improve the overall quality of education in schools. Only by strengthening the teaching staff of rural preschool education and improving the teaching quality of teachers can we further promote the development of rural preschool education. The government should increase investment in teacher training, subsidize rural preschool teachers, formulate incentive measures, guarantee school funds, increase teachers' income, solve the problem of low wages of rural teachers, increase the policy encouragement system, and attract more professional educators and outstanding graduates to join the rural preschool education. Establish a perfect in-service teacher training system and training fund guarantee system, enhance the sense of responsibility and comprehensive quality of preschool teachers, improve the level of teacher education by expanding the training channels of preschool teachers, and improve the current situation of weak rural teachers in China.

(C) establish and improve the rural preschool education management system

The development of rural preschool education can not be separated from a perfect management system. Only by strengthening education management can we better carry out the popularization of rural preschool education. Education departments at all levels should strengthen their management awareness, formulate standardized pre-school education development plans and goals according to local development level and social conditions, and take what measures to achieve educational goals. Relevant personnel of all departments should have a clear division of labor and cooperate with the education department to implement the popularization of rural preschool education. Township governments should assign special personnel to be responsible for the work of preschool education, strictly check the registration and charging standards of preschool education, and urge unregistered kindergartens to complete registration as soon as possible. Strict management of registered kindergartens, relevant supervisors should strictly evaluate the conditions of running kindergartens in accordance with the requirements of the documents, put an end to the phenomenon of arbitrary charges, and ensure that all funds can be effectively used to improve the quality of running schools. Establish and improve the management system of rural preschool education, and promote the development of rural preschool education. In addition, the government should continue to expand the scale of running schools. Due to the high population density in rural areas, some larger villages can run parks independently under the premise of meeting the conditions, and nearby small villages can cooperate to run parks, which is conducive to concentrating manpower, material resources and funds, better meeting the needs of rural preschool education and facilitating various management work.

Optimize preschool education and teaching activities.

Preschool education has the characteristics of comprehensiveness and enlightenment. Preschool teachers should fully understand the characteristics of preschool education, design teaching plans from the perspective of children's physical and mental development, and optimize educational and teaching activities. Preschool education can be divided into health, science, language, art and other aspects, and the contents of all aspects penetrate each other to strengthen children's all-round physical and mental development from different angles. Teachers can carry out regional activities in educational activities, for example, setting up a music area, a painting area, a reading area and a game area in the classroom, and improving the classroom interest atmosphere through classroom settings in different areas, so that children can freely choose the activity area, boldly express their ideas in the choice of communication, and give children room for learning and exploration. Through regional activities, teachers can communicate with children on some social hot topics, stimulate children's interest in expressing their views in a child's way, and improve their thinking development ability. Carry out some game activities, guide children to establish correct behavior awareness, promote children's social development, carry out hands-on games, let students throw small balls, carry wooden blocks, design emotional intelligence games, and let children cooperate in buying and selling things and dividing fruits. You can also design some games to play social roles, such as playing doctors and teachers. Let students know the responsibilities of different occupations, increase their knowledge of different occupations, and improve their ability to distinguish and perceive.

Four. conclusion

To sum up, preschool education, as an important part of the education stage, plays a vital role in children's future development. In view of the problems existing in rural preschool education in China, workers in related fields must pay attention to them, and improve the quality of preschool education and promote the development of rural preschool education in China by establishing a perfect management system, strengthening teachers and designing diversified classroom activities.

refer to

[1] Ma Jiahong, Yin Chunjie. Introduction to the development of rural preschool education teaching cases [J]. Basic Education Research, 20 10(24).

[2] Yin Yanjuan. Problems and Countermeasures of Rural Preschool Education in China [J]. New Curriculum Research (next issue) 20 10(05).

[3] Jin Yang. A preliminary study on the connection between preschool education and primary education [J]. Education and Research Forum, 2004(04).

[4] Zhang Li. On the present situation and development strategy of preschool education in rural areas [J]. Science and Education News (Education and Scientific Research), 20 1 1(09).

[5] Deng Junchao, Guo Lizhi. Construction of mixed-age curriculum in rural kindergartens [J]. Anhui Agricultural Sciences, 2007(3 1).

About the author: Zhao (1983.02-), female, Han nationality, from Zigong, Sichuan, is a graduate student and teaching assistant in the School of Chemistry and Chemical Engineering of Yangtze Normal University. Her research interests include the basic principles of preschool education and kindergarten curriculum.

References of rural preschool education II

Present situation of preschool education for left-behind children in rural areas

Abstract: In recent years, with the large increase of migrant workers in rural areas in China, a large number of farmers have gone to work in cities. However, due to the household registration problem, they can't take their children, so they have to stay at home. Therefore, the number of left-behind children in rural areas is also increasing year by year. The education problem of left-behind children in rural areas is becoming more and more serious, especially in the pre-school education stage. Pre-school education has a great influence on the psychology and learning of left-behind children in rural areas. Due to the lack of parental care and various educational problems, the education of left-behind children in rural areas has attracted more and more attention. Therefore, this paper analyzes the basic situation of preschool education for left-behind children in rural areas and the reasons for these phenomena, and puts forward some suggestions.

Keywords: left-behind children; Preschool education; Basic problem

China Library Classification Number G6 19.2

In this basic situation of large-scale rural population migration, especially the migration of young and middle-aged labor force, the number of left-behind children is also increasing greatly. In the era of building a harmonious society and beautiful China, preschool education of left-behind children in China is an important factor related to national basic education. Cultivating high-quality modern talents is education-oriented. In the initial stage of preschool education, the education quality of these rural left-behind children can not be ignored. Below, we first define the concept of left-behind children from various aspects to understand the existing problems and analyze the causes of these problems.

First, the basic situation of preschool education for left-behind children in rural areas

Left-behind children refer to children under the age of 14, whose parents or one of them go out to work, and whose children can't live with their parents at their domicile. Pre-school education of left-behind children in rural areas refers to the education of children aged 3-6 whose parents go out to work or do business and stay in rural areas to be looked after by grandparents or relatives and friends, including family education and formal pre-school education. At present, there are not only a large number of left-behind children aged 3-6 in rural areas of China, but most of them have not received formal preschool education. ? The origin of the word "left-behind children" is generally only mentioned in China, which is also a serious social phenomenon in China in recent years. With the establishment of the socialist market economic system and the deepening of reform and opening up, China's economy has developed by leaps and bounds. But at the same time, due to geographical and historical reasons, the economic development in different regions of China is very uneven, and the contradiction between people and land in rural areas is sharp. Driven by the rapid development of market economy, a large number of rural surplus laborers go out to work to change their living conditions. Among them, Feng and his wife didn't go out. Because of economic and other reasons, they couldn't take their children, so they left them at home. This phenomenon was put forward by a domestic scholar in the 1980s, who called this group of children staying at home "what?" ? Left-behind children The number of left-behind children in rural areas has exceeded 60 million, the overall scale has expanded, the age structure of left-behind children in rural areas has changed, and the scale of preschool children has expanded rapidly.

The number of left-behind children (0-5 years old) in rural areas reached 23.42 million, accounting for 38.37%, an increase of 7.57 million or 47.73% over 2005. The scale of pre-school left-behind children has expanded rapidly, the number of left-behind children in compulsory education has decreased, and the scale of older left-behind children has decreased significantly. The overall situation of compulsory education for left-behind school-age children in rural areas is good, and some left-behind children in central and western provinces do not receive compulsory education according to regulations, which needs attention. The proportion of left-behind children aged 6- 1 1 and 12- 14 in rural areas is 96.49% and 96.07% respectively, which shows that most of them receive compulsory education in schools, and the overall situation of left-behind school-age children in rural areas receiving compulsory education is good.

2. Problems in preschool education of rural left-behind children

The development of rural preschool education has lagged behind for a long time, which leads to the contradiction between supply and demand of rural preschool education. Preschool education is neglected and funds are seriously lacking. From the central government to the local government, from policies to measures, efforts are being made to improve the living and educational environment of left-behind children in rural areas. However, for a long time, the outdated concept of parents and the neglect of government functional departments have made it difficult to return. The old concept of rural education still exists. Some parents think that preschool education does not affect their children's education, while grandparents are completely unaware of preschool education. Some preschool teachers only stay in nursing or teach simple pinyin, literacy and arithmetic knowledge to left-behind children. The serious shortage of funds for preschool education is one of the important factors. At present, the rural education management system has lagged behind the current social needs, and governments at all levels have not invested much in the education of left-behind children in rural areas, even less in preschool education, and the operating efficiency of education investment funds is also low.

Three. Solve the problem of preschool education for left-behind children in rural areas

The State Council, the Central Committee of the Communist Party of China attaches great importance to the work of left-behind children in rural areas and cares about their healthy growth. Local party committees and governments and relevant departments actively take measures to improve the working mechanism, formulate relevant policies and measures, actively carry out care activities, solidly promote the construction of care service system for rural left-behind floating children, and constantly optimize the growth environment of rural left-behind floating children. In view of the outstanding problems found in this study, the following countermeasures and suggestions are put forward.

Strengthen the legal guardianship responsibility of parents, explore the paid agency guardianship system, and fill the absence of guardianship for left-behind children. Gradually revise and establish laws, systems, policies and regulations related to household registration management, such as housing, education, health and social security, to ensure that migrant workers and their children enjoy public service resources equally. As a major social problem at this stage, the problem of left-behind children in rural areas should be included in the important agenda of governments at all levels in areas where left-behind children are concentrated, and the care service for left-behind children should be included in the overall planning of economic and social development and the overall deployment of social management innovation, and the top-level design should be promoted as a whole. In the construction of new socialist countryside, we will vigorously develop local characteristic industries, deepen rural financial reform, and introduce preferential policies such as tax exemption and loan discount to attract more rural surplus labor to find jobs on the spot.

Preschool education is very important for a person's growth and development, and there are a large number of left-behind children, so we should pay special attention to the growth and development of this group of children. Further increase the construction of urban and rural child care institutions, increase the scale of public child care institutions, and let more left-behind migrant children receive preschool education. Reduce the running standards of private kindergartens, establish various flexible and simple child care institutions and strengthen their standardized management. Formulate reasonable charging standards for children of migrant workers to enter the park, and give subsidies to children of migrant workers in difficulty.

References:

1 eastward; Problems of left-behind children in rural areas and educational countermeasures [J]: Journal of Sichuan Vocational and Technical College; 2006 03 issue

2 leaf peaks; Study on the problems and countermeasures of family education for left-behind children in rural areas [J]; Journal of Hotan Teachers College; 2006 04 issue

3 Liu Jiqiang; Du Xueyuan; Study on the Weakening of Family Function in Primary Socialization of Left-behind Children [J]: Journal of Huzhou Normal University; 2006 04 issue

4 repair the country first; ? Left-behind students? Problem analysis [j]; Neijiang science and technology; 2007 02 issue

5 Huang Yanping; Li Ling; A summary of domestic research on left-behind children [a]; Proceedings of the fifth annual meeting of the International Chinese Applied Psychology Research Association [C]; In 2007

6 Wang Qing; Research on the education of left-behind children in rural areas [D]; Huazhong Normal University; In 2006

7 Huang Yanping; The influence of family rearing patterns on the mental health of left-behind children in rural areas [D]; Jiangxi Normal University; In 2006