A Study On The Quality Of Pre-school Education In The Ethnic Areas In Gansu

Along with social progress, the development of the reform of education, pre-schooleducation quality has become a universal concern of many researchers both at home andabroad. People not only concerned about how to improve the quality of pre-school education,and began to study how to evaluate the quality of pre-school education. In2010, Chinapromulgated the National Long-term Education Reform and Development Plan (2010-2020),which planned special programs for the development of pre-school education, the planemphasizes a theme, that is to strengthen the quality of pre-school education. There areregional differences of pre-school education development in China. To popularize andimprove pre-school quality and achieve a balanced development of pre-school education, it isparticularly important to enhance the quality of the pre-school education in western area. Thewest is the main habitat of China’s ethnic minorities, the investigations and studies ofpre-school education in the ethnic areas has an important impact on the overall level ofpre-school education quality in the west for the study of significance.This study adopts the purposive sampling method, took public kindergarten in TibetanAutonomous Prefecture and Hui Autonomous Prefecture as investigation subjects, with themethod of questionnaire, observation and interview, the present study carried out apreliminary investigation on the overall level of pre-school education quality in Gansu. Focuson the quality of the process of sex education (educational philosophy, the interactivebehavior of the teacher and children, curriculum, health and safety, and long-participation),Taking into account the structural quality of education (teacher-child ratio and class size, theconditions of teachers, education administration, and physical environment).It is found in the present study that after the enactment of the Plan, pre-schooleducation in Minority Areas in Gansu Province won the preliminary, but there are still severalaspects.1.Education regulatory system is imperfect.2. Total lack of educational resources, theuneven distribution of the layout is irrational.3. There are exists relatively backwardeducational philosophy, curriculum implementation professional.4. The homes cooperationis not smooth.5.Professional quality of teachers is rather low. To solve these problems,researchers have proposed a number of the recommendations to improve the quality ofMinority Areas in Gansu Province early childhood in order to provide empirical support toimprove the quality of early childhood education of minority areas and reference, so thatmore people understand and concerns of early childhood education development in ethnicareas.1. Establish a comprehensive system of education monitoring service system.2. Byadjusting the distribution of great efforts to build inclusive kindergarten, to meet the basicneeds of early childhood education.3. Establish the educational philosophy of science, toadjust the course structure, improve the curriculum.4. Home of co-operation platform, dredgehome channels of cooperation.5.Improve the structure of teachers, improve teacher quality,and promote the healthy development of teachers.