Research Of The Preschool Education Policy Text With The Content Analysis Method

Preschool education policy is a series of guiding documents to standardize the development of pre-school education and achieve educational development goals.It is a barometer on the road to preschool education development.Therefore,the study of preschool education policies will help us grasp the development of preschool education,explore the existing problems in preschool education policies,and provide some reference for the development of preschool education policies.This article takes the text of a policy on preschool education development issued by the central administrative department of China from 1978 to 2017 as the research object.Using content analysis to analyze policy text from three aspects:total text,textual content,and policy tools.When analyzing the total amount of text we based on this three dimensions:the time of the publication,the level of the policy,the main body of the policy.In the analysis of text content,at first using factor analysis methods to analyze the subject of the text,then we divided the preschool education policy into four stages of development.At last,analyze the distribution of text topics in four stages of development.In the analysis of policy tools,statistics on the frequency of use of the five tools and analysis of the use of policy tools.Through the analysis of policy texts,we have finally discovered that the preschool education policy in China has the following features:The distribution of policies has certain characteristics of the times;the government has a strong enforcement ability for preschool education policies;the degree of cooperation between policy subjects is not high;the policy pilot cycle is long;the reaction of policies to preschool education development is lagging behind;The structure is not balanced.It also proposes the following suggestions:Strengthen the depth and breadth of cooperation among policy subjects;Promote standardization and systematization of preschool education policy development;Increase the speed of policy response to preschool education development;Optimizing the use structure of pre-school education development policy tools.