学前教育供给侧结构特征与策略研究——日本“家园共育”的经验与启示

Research on the Structure Characteristics and Strategies of the Supply Side in Preschool Education——Experience and Enlightenment in Japan’s “Home-Kindergarten” Education

近年来“全面二孩”政策的稳健发展和“三孩”政策的适宜提出,使得我国学前教育发展与改革成为国家层面的重要议题。随着《中华人民共和国家庭教育促进法》的公布,家庭科学育儿领域的研究和实践逐渐增多,但仍缺乏一些可操作性的实践模式。日本学前教育供给侧结构体系已较为成熟,在政府角色、私立教育定位、高校声誉等方面具有保障学前教育公益属性、满足提供托幼服务现实需求、提升师资水平及融合教育的主体特征,通过园所、政府、市场、高校、家庭之间的互动,构建起以“家园共育”为核心的学前教育供给侧体系。立足中国国情,以日本为鉴,学前教育供给侧体系在向纵深发展的进程中,应坚持党的领导,发挥政府宏观监管与服务职能,提升与市场、高校的互动能力;保障家庭全方位参与育儿环节,精心设计“家园”互动任务;赋予高校培养幼儿教师的自主性,搭建适切的师生互动平台;提高园所运用社区资源的意识,承担常态化互动任务的实施对策。

The steady development of the“Universal Two-child”policy and the appropriate proposal of the“Three-child”policy have made the development and reform of preschool education in China an important issue at the national level. With the promulgation of the Law of the People’s Republic of China on the Promotion of Family Education, the research and practice about family scientific parenting are gradually increasing, and there is still a lack of operable practice models. The structure system of supply side of preschool education in Japan is relatively mature. In terms of government role, private education orientation and university reputation, it has the main characteristics of ensuring pre-school education’s public welfare attribute, meeting the practical needs of childcare services, and improving the level of teachers and integrating education. Through the interaction among kindergartens, governments, markets, universities and families, a supply side system of preschool education with“Home-kindergarten collaboration”as the core is constructed. In its process of in-depth development, based on China’s national conditions and taking Japan as a mirror, the supply side system should adhere to the Party’s leadership and give full play to the government’s macro supervision and service functions, improve the interaction ability with the market and universities;ensure that families participate in all aspects of childcare, and carefully design the“Home-kindergarten”interactive tasks;endow universities with the autonomy of cultivating preschool teachers, and build appropriate interactive roles for teachers;improve the awareness of using community resources, and implement the countermeasures of normalized interactive tasks.