学前教育倾斜政策的成效研究——基于2010—2018年中国教育统计数据

Research on the Effectiveness of Preschool Education’s Preferential Policies for Rural Areas : Based on the Analysis of China’s Education Statistics from 2010 to 2018

自2010年特别是党的十八大以来,我国学前教育政策明显向中西部农村地区、贫困地区的倾斜。依托国家出台的学前教育政策倾斜文本,通过分解与梳理“重点发展农村学前教育”这一宏观政策目标,基于2010—2018年中国教育统计年鉴数据,对政策文件中提出的正式目标的完成情况进行监测和衡量,并结合我国城区、镇区及乡村的学前教育发展水平的对比来评估政策达成的成效。结果发现,政策倾斜效应下,我国乡镇一级的学前教育资源迅速扩大、普及水平提升;乡镇幼儿园教师数量补充及学历层次提升明显;幼儿园办园条件改善显著,城乡差距不断缩小。但同时发现,享受政策倾斜地区在普惠性学前教育资源上的优势并不凸显;普惠性学前教育资源明显不足,民办园在读幼儿比例逐年上升;幼师数量依然紧缺,乡村幼儿园生师比远高于城镇;师资水平差距依然很大。

Since 2010 especially after the 18th National Congress of the Communist Party of China,the country offered series of preferential policy to rural places and poverty-stricken areas in the process of supplying pre-school education policies.Began with analyzing and sorting out policy objectives,the research design used the formal evaluation theory provided by William N.Dunn,which the core concept is that one policy's effectiveness can be valued by its goals'completion situation.The results of the policy implementation are measured by data from China Education Statistics Yearbook.Findings are that the policy got obvious effectiveness on aspects like resource expanding,popularization level,teacher quantity and quality improving and gaps-shrinking between kindergarten conditions of urban and rural areas.Nevertheless,it also found that the preferential policy showed limited effectiveness on public-interest resources offering,which can be seen as the proportion of children in private kindergardens is increasing year by year no matter in rural or urban areas.Moreover,the biggest gap worth noticing is the teacher student ratio unbalance between the two areas.