教育脱贫视阈下边境乡村学前教育发展的田野研究--以云南省怒江傈僳族自治州为例

Field Research on the Development of Preschool Education in Border Villages from the Perspective of Educational Poverty Alleviation--A Case Study of Nujiang Lisu Autonomous Prefecture in Yunnan Province

近几年,怒江州学前教育在办园规模、幼儿园毛入园率等方面取得了巨大的进展。但是师资数量短缺、教师队伍专业素养偏低、教学小学化严重、在园活动保育环节不健全等突出问题,制约着乡村幼儿园保教质量的提升,进而会影响教育脱贫整体功效的发挥。提升少数民族深度贫困地区乡村学前教育质量,既要在物质层面继续完善办园条件,更要着力于尽快在师资层面建立优质教师补充机制,比如试行“少数民族学前免费师范生计划”,同时需要加快补充配齐较为优质的临时保教人员,加大在职幼儿园教师专业培训。

In recent years,Nujiang prefecture preschool education has made great progress in terms of the scale of kindergarten and the gross enrollment rate of kindergarten.However,the shortage of teachers,the low professional quality of teachers,the se⁃rious primary school teaching,and the imperfect kindergarten activities have restricted the improvement of rural kindergarten's quality of care and education,which will further affect the overall effect of educational poverty alleviation.To improve preschool education quality in the rural severely impoverished ethnic minority areas,not only the conditions of kindergarten need to be im⁃proved,but also a teachers supplement mechanism of high quality needs to be set up as soon as possible,such as“free teacher students plan in ethnic minorities”.At the same time,it is necessary to speed up the supplement of high-quality temporary teachers and increase professional training for in-service kindergarten teachers.