乡村振兴战略下幼有优育的实践逻辑

The Realistic Predicament of the Young Children Under the Rural Revitalization Strategy

在当前乡村振兴战略的发展背景之下,为满足乡村人民日益增长的美好生活需求,基于当前我国乡村学前教育已经拥有的外延化发展基础,我国乡村学前教育有条件也应当从初期的幼有所育转向幼有优育的内涵式新发展。但当前乡村学前教育幼有优育的推进面临着诸多困境:城乡二元对立导致乡村学前教育资源匮乏,乡土文化缺位致使乡村学前教育本土化课程开发缺失,身份认同错位裹挟乡村学前教师队伍建设质量低下。为有效治理乡村学前教育幼有优育进程中的发展问题,研究认为:应以技术赋能乡村学前教育资源的丰富供给,以乡土文化为根开发独属乡村幼儿园的园本课程,以身份认同归位促推乡村学前教师队伍建设。

Under the development background of the current rural revitalization strategy,in order to meet the growing needs of rural people for a better life,based on the existing extensive development foundation of rural preschool education in China,the conditions for rural preschool education in my country should also start from the early childhood.The new development of connotation of shifting from some kind of education to kindness and good education.However,the promotion of preschool education in rural areas is facing many difficulties.The dual opposition between urban and rural areas has led to the lack of rural preschool education resources,the absence of native culture has led to the lack of localized curriculum development for rural preschool education,and the dislocation of identity has caused the low quality of the construction of rural preschool teachers.In order to effectively manage the development of rural preschool education in the process of preschool education,studies suggest that technology should be used to empower the abundant supply of rural preschool education resources,the rural kindergarten-based curriculum should be developed based on local culture and promoted construction of preschool teachers in rural areas by social recognition.