Problem And Reform Suggestion On The Running System Restricting The Development Of Rural Pre-school Education

In recent years, with the deepening of pre-school education reform, China has made considerable progress on the development of pre-school education. In cities, a "public pre-schools as the demonstration, private pre-schools as the main part" structure of the pre-school system has been formed, which to a large extent meets the current diverse needs for the pre-school education. However, under the same pre-school system policy, the development of pre-school education in rural areas is not optimistic. On the one hand, "public pre-schools as the demonstration, private pre-schools as the main part" policy-orientation weakens the government's responsibility in the pre-school education, together with the distribution adjustment of primary and secondary schools, causes the sharp decrease in the number of rural public pre-schools. On the other hand, due to the backwardness of rural economic development and the dispersed layout of population and other reasons, the development of rural private pre-schools is hindered. A phenomenon of market failure in rural pre-school education has appeared.This study adopts a qualitative research method, using observation and interviews to obtain a comparatively intensive and interpreting understanding of the current pre-school education situation of a typical case, a rural town A. The purpose is to demonstrate and explain the typical case of rural pre-school education problems. Based on this, the most fundamental factor which restricts the pre-school education development in rural areas is presented, namely the school system problem. Furthermore, how school system restricts the development of rural pre-school education is proved from the perspectives of governments' responsibility, pre-school education's properties such as serving as public welfare and education. Finally, a proposal of reforming the rural pre-school education system is presented. The full text is divided into four parts. Partâ… :Introduction. First, the research background and reasons are described. Second, through literary review, relevant information is sorted through and pre-school education system choices of the USA, the UK, Japan, Korea and some other countries are listed. The focus of this part is on the detailed argument about the connotation and denotation of the concept of "pre-school education system". Through the inheritance of the relevant theoretical perspectives, a comprehensive and unique definition of "pre-school education system" is given, which stands as the foundation and standpoint of this study.Partâ…¡:Policy Review. The review is mainly about the evolvement of our government policy on pre-school education system before and after the reform and opening up policy, and the rules and characteristics of this evolvement of policy is concluded. In addition, the current policy on pre-school education system is interpreted from the perspective of historical background, policy content, and extension.Partâ…¢:Some empirical investigations, including a detailed description of the research methodologies, sample selection and research process. By sorting through the investigation and analysis of the first-hand information, the problems that Hechuan pre-school education is facing is summarized, namely, public pre-schools could not serve as the demonstration, private pre-schools could not serve as the main part; kindergarteners'identity embarrassment and poor job motivations; left-behind children needs concern and pre-school education assumes significant responsibility. Finally, various problems are ascribed to the factor of school system and argument is extended.Partâ…£: Some Suggestions. After the theory and value foundation of policy choice on pre-school education system is put forward, the proposal of establishing a "public pre-schools as the demonstration and main part, private pre-schools as the supplement" system is presented. Fangshan model is taken as a positive case for argument.