Investigation And Research On The Development Status Of Rural Pre-school Education Public Service System In Zhejiang Province

preschool education is the beginning of lifelong learning and the foundation stage of school education and lifelong education in China.The development of preschool education is conducive to promoting education equity,improving the quality of the people,and promoting social harmony and stability.However,due to the problems left over from history and lack of market-based policies,the public service system of preschool education is not perfect,so the development has been stagnant,especially in rural area.The quality of kindergarten in rural is poor,and the gap between urban and rural development is a major problem in the development of preschool education in China,which has seriously affected the development and improvement of the preschool education public service system.In view of this,the study is based on the above-mentioned problems,with the“Preschool Education Public Service System” as the research object.Comprehensively understanding the development status of the rural preschool education public service system in 16 counties and cities in Zhejiang Province through field research to analyze the impact and problems of the preschool education public service system in the rural areas.This paper explores and proposes important measures to further promote and improve the construction of rural preschool education public service system.This study uses literature analysis,entity analysis,interviews and other methods to conduct field surveys of nearly 100 rural kindergartens in 16 counties and cities through surveys.We talked with principals and education directors of the county and city education bureaus.The relevant data provided by the county and city governments are summarized and analyzed,and following are the conclusions:(1)After the implementation of the first and second rounds of preschool action plans in Zhejiang Province,a new pattern of public service system of rural preschool education has been initially formed with “public-owned kindergarten in town center as a model,the central village kindergarten as the main body,and the village-level teaching point as a supplement”.(2)The current three-year preschool education gross rate in Zhejiang Provincehas reached 100%,and the admission rate has reached 98.17%.The proportion of public and general-purpose private kindergarten is 92.14%,all of which far exceed the objectives of the Central and State Council on Several Opinions on Deepening the Reform and Standardization of Preschool Education.(3)All regions attach great importance to the development of rural preschool education,and have already formulated relevant policies for this purpose.Basically,they have already made new plans for the development of preschool education after the liberalization of the “two children” policy.(4)The kindergarten teachers in rural areas are still insufficient,and the class teacher ratio and class child-care worker ratio have not met the requirements of the Ministry of Education.At present,the class teacher ratio is(1:1.8),the Ministry of Education requires(1:2);the class child-care worker ratio is(1:0.69),and the Ministry of Education requires(1:1).(5)The preschool teacher license holding rate in rural area is 94.69%.There is still undocumented employment.The gender ratio of male and female teachers is extremely uneven with few male teachers.In addition,the development of rural preschool education public service system in various regions of Zhejiang Province is uneven and inadequate.The problems such as kindergarten crunch,difficulty in entering a quality garden,and expensive admission are still important issues that plague parents.It is mainly reflected in: good quality preschool education resources are seriously insufficient;the teacher is unstable and the quality of teachers is low;the kindergarten layout planning is unreasonable;the land use index is tight;the supervision system is not perfect;and the quality of education is to be improved.In response to the above conclusions,relevant suggestions are put forward:scientific and rational layout and planning of kindergarten construction,establishment of a sound funding guarantee system;increase public kindergartens support and strengthening supervision and management of private kindergartens;improve teacher training mechanisms and resolution of teacher establishment;improve the kindergarten administrative management system and accelerate the promotion ofconnotation.