民族地区学前教育高质量发展现状及实现路径——以四川省阿坝州为例

Present Situation and Realization Path of High-Quality Development of Preschool Education in Ethnic Minority Areas:Taking Aba Prefecture of Sichuan Province as an Example

民族地区学前教育高质量发展是实现民族地区教育现代化的重要基点,也是推动民族地区经济社会发展的强大动力。本文分析四川省阿坝州推动学前教育高质量发展的实践经验,因地制宜、从实际出发,结合民族地区学前教育的地域性、民族性和跨文化融合等特点,充分发挥民族文化传承创新对学前教育高质量发展的支持功能。提升社会意识和参与度、多元化共育师资队伍、重视幼儿情绪教育的新实践直接贡献于幼儿园自身健康发展、学前教育现代化建设,更好地服务于民族文化自信教育,夯实推进学前教育现代化建设的文化根基。以民族文化传承创新赋能高质量发展,促使政府-幼儿园-家庭-社区之间形成教育合力,全面促进幼儿社会性的发展。这对于铸牢中华民族共同体意识具有一定的社会实践意义,有利于贯彻和执行党的民族和方针政策,有利于民族地区的文化繁荣、社会稳定,促成民族地区幼儿有尊严地幸福成长。

High-quality development of preschool education in ethnic minority areas has proven to be a vital basis for achieving modernization of education in ethnic minority areas as well as a powerful driving force for promoting economic and social development in those areas.Findings show some provinces and cities have implemented highquality development of ethnic education during the preschool education stage,but there still are problems such as inadequate management systems and planning,unsatisfactory implementation of cultural construction policies in kindergartens,and gaps compared with county-level kindergartens.Therefore,this article focuses on the innovative practice of high-quality development of preschool education in ethnic minority areas and explores a potential breakthrough path for high-quality development of preschool education in ethnic minority areas through an exploratory study of the case of Aba Prefecture in Sichuan Province.The practical experience of promoting highquality development of preschool education in Aba Prefecture includes a new model of “integrated ”management,organized teacher team construction,and promoting “coordinated education ” between government,family,and kindergarten.All these can provide a course of action for future high-quality development of preschool education in ethnic minority areas.More precisely,based on the Aba experience,this article proposes the following pathways:Firstly,one should enhance social awarenessand overall participation,and create a new pattern of collaborative education.Moreover,community education should be promoted and the coverage and quality of collaborative early childhood education be improved.It's considered important 1) to encourage community organizations and volunteers to participate in preschool education and establish a mechanism for sharing community preschool education resources;2) to establish preschool education places within the local communities and provide preschool education services;3) to strengthen the connection between community education and already existing preschool education institutions,launch an interactive mechanism between preschool education institutions and their respective communities,and improve the efficiency of utilizing educational resources;and 4) to increase investment in community education,support the digital construction of community education assets,improve the sharing and mobility of educational resources,better meet the needs of preschool education resources in ethnic areas,improve the popularity and quality of preschool education,and thus achieve a sustainable investment in preschool education assets.Secondly,diversified training should be provided to teacher resources to enhance their social service skills.It is necessary to construct a good social interaction mechanism,and build a cultural and ethical form with the basic purpose of harmonious coexistence,a cycle of virtue,comprehensive development,and sustained prosperity between teachers and nature,teachers and teachers,and teachers and society.The third point is to gather educational and cultural resources through “government-kindergarten-family-community” dialogue and linkage,providing rich educational content and kindergarten-themed activities and community group activities to enhance the social and emotional education of young children.This attention to emotional education in kindergartens in ethnic minority areas should additionally be rooted in cultural vitality,cohesion,and creativity based on multicultural presentation and cultural identity.In closing,one should make cultural confidence become the fundamental driving force for the operation of various systems in a harmonious society,fully leverage the educational support function of cultural construction in kindergartens,and achieve modernization and sustainable development of preschool education in ethnic minority areas.