Study On Preschool Education Resources Carrying Capacity

At the moment that high quality has become an important orientation of education development,promoting the popularization of preschool education is still one of the important tasks in the development of preschool education in China.Opinions of the CPC Central Committee and the State Council on deepening the reform and standardizing the development of preschool education and 2035 on China’s educational modernization have both made clear the important goal of popularizing preschool education.In the past,the research on the popularization of preschool education is mostly from a certain side or the role of a certain subject in it,which lacks the overall attention to the popularization of preschool education.The carrying capacity of preschool education resources proposed in this study is to analyze the feasible methods of preschool education popularization from an ecological perspective.In the era of the prevalence of micro research,it is necessary to have a proper medium and macro research.This study focuses on the theoretical interpretation and practical response of the capacity of preschool education resources,seeking the way to improve the capacity of preschool education resources to achieve the purpose of promoting the popularization of preschool education.The whole paper is divided into three parts: introduction,of preschool education.The whole paper is divided into three parts: introduction,body(six chapters)and conclusion.The introduction part introduces the research background,research problems,research significance,research methods,research innovation and shortcomings in detail,and makes a review of the previous research around the three concepts of carrying capacity,educational resource carrying capacity and preschool education resource allocation.The first chapter is the theoretical exploration of the carrying capacity of preschool education resources.In this chapter,based on the historical development and evolution of carrying capacity theory,combined with the reality of preschool education,the concept of carrying capacity of preschool education resources is put forward.At the same time,this chapter deeply analyzes and elaborates the inner pressure structure,realistic form and general characteristics of preschool education resources,which provides a solid theoretical support for the follow-up papers.Besides,this chapter also explains the sustainable development theory,governance theory and mechanism design theory.The second chapter is the historical trace of the carrying capacity of preschool education resources.This chapter,taking pressure bearing structure as analysis frame,systematically analyzes the evolution of bearing capacity of preschool education resources in the historical development since the reform and opening up,that is,the rapid recovery period(1979-1992),the continuous wandering period(1993-2009),the optimization and upgrading period(2010 to now).Research in this part provides a broad historical background and experience enlightenment for following research.The third chapter is the dilemma of the carrying capacity of preschool education resources.This chapter is based on the historical background and the interview data of the director,and takes the real situation of preschool education resource carrying capacity as the framework of problem analysis.It specifically illustrates the problems faced by preschool education resource carrying capacity in three aspects: low regional energy supply and insufficient empowerment in situation-flexibility capacity,regional imbalance and structural imbalance in resource-based capacity;and absence of management,information delay and lack of incentive in administration-molding capacity.The fourth chapter is to respond to the dilemma of carrying capacity in a static way.The core of static care is to depict the static form of preschool education resource carrying capacity,that is,the establishment of preschool education resource carrying capacity index,so as to present it in a more systematic and comprehensive way.In the process of establishing index,three methods are adopted,that is,text analysis is used to extract relevant elements of bearing capacity from 39 policy documents,Delphi is used to make expert judgment on the extracted elements and their index discourse expression and generate index system,and principal component analysis is used to quantify the provincial panel data to generate carrying capacity index to show a calculation method of carrying capacity.Through the analysis of provincial data,we find that the carrying capacity of preschool education resources in China shows a state of "central collapse",with the eastern region maintaining a leading position,the western region rising strongly and the central region lagging behind.The fifth chapter is to respond to the dilemma of carrying capacity in a dynamic way.The core of dynamic way is to depict the dynamic form of preschool education resource carrying capacity,that is,the balance mechanism of the carrying capacity of preschool education resources.Therefore,this chapter analyzes the relationship among the driving system,pressure bearing system and response system in detail,and clarifies that efficient balance mechanism should have spiral route map,incentive compatible subject relationship,smooth system network and clear system structure.The sixth chapter is the action strategies in line with native conditions,given international experiences.Firstly,this chapter expands the international perspective of the study,and selects two western countries(i.e.the United States and the United Kingdom)with different ways to enhance the capacity of preschool education resources as international experience reference.Secondly,based on all the above-mentioned analysis,from the perspective of concept,regulation and tool,this paper puts forward specific local strategies to enhance the capacity of preschool education resources: in terms of concept,we should establish the concept of sustainable development and evidence-based practice;in terms of system,we should reform supply and management system of preschool education;in terms of tools,we should establish the capacity data system and professional evaluation institutions.Conclusion is a future prospect about the research on the carrying capacity preschool education resources.This part is to further summary three kinds of awareness to promote carrying capacity of preschool education,providing a reasonable orientation for future researches,that is,developing a sustainable value concept,insisting the way to grasp ecological thinking,attaching importance to generate a evaluation tool.