以供给侧改革为抓手 推进普惠性学前教育公共服务体系建设
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摘要
学前教育既是事关人民群众切身利益的重大民生问题,也是人民群众对优质教育、均衡教育、公平教育的新诉求和新渴望。2018年11月15日颁布《关于学前教育深化改革规范发展的若干意见》,为深化学前教育改革、规范学前教育的有序发展特别指出,"公办园在园幼儿占比偏低的省份,逐步提高公办园在园幼儿占比,到2020年全国原则上达到50%"。为有效落实这一精神,必须以供给侧改革为抓手,大力推进我国普惠性学前教育公共服务体系的结构调整。结构调整应坚持三个基本立场:一是坚持马克思主义理论的公平正义三原则:权利原则、贡献原则、需要原则,需要原则优先于贡献原则,贡献原则又优先于权利原则;二是坚持国家的科学主导与有效调控,重视国家干预在体系建设中的重要指引作用;三是坚持"全心全意为人民服务"的思想。据此,文章提出了调结构、巧布局、强实效的八项政策建议。
Preschool education has become the new demand and desire of the people for quality education, balanced education and fair education, and is a major national economy and people's livelihood issue. On November 15, 2018, the Central People's Government of the People's Republic of China promulgated Several Opinions on Deepening the Reform and Normative Development of Preschool Education by the State Council of the Central Committee of the Communist Party of China. "Opinions"put forward that"vigorously develop public kindergartens, give full play to the role of public kindergartens as the main channel to protect the basic,bottom line, guide direction and suppress fees", "public kindergartens in provinces where the proportion of children is relatively low,gradually increase the proportion of children in public kindergartens, reaching 50% in principle in the whole country by 2020 ". In order to effectively implement this policy, we must take the supply-side reform as the starting point. Guided by scientific and correct theories, we must adhere to the three principles of fairness and justice proposed by Marxist theory: the principle of rights, the principle of contribution, and the principle of need. Then, the principle of need should pay attention to the research and implementation of " preferential benefit"before "general benefit". Secondly, we should adhere to the leading and regulating role of the state, attach importance to the important guiding and leading role of state intervention in the construction of public service system of universal preschool education. Thirdly, we should firmly establish the theoretical thought of "serving the people". Under the guidance of scientific theory, we put forward eight policy suggestions.
Preschool education has become the new demand and desire of the people for quality education, balanced education and fair education, and is a major national economy and people's livelihood issue. On November 15, 2018, the Central People's Government of the People's Republic of China promulgated Several Opinions on Deepening the Reform and Normative Development of Preschool Education by the State Council of the Central Committee of the Communist Party of China. "Opinions"put forward that"vigorously develop public kindergartens, give full play to the role of public kindergartens as the main channel to protect the basic,bottom line, guide direction and suppress fees", "public kindergartens in provinces where the proportion of children is relatively low,gradually increase the proportion of children in public kindergartens, reaching 50% in principle in the whole country by 2020 ". In order to effectively implement this policy, we must take the supply-side reform as the starting point. Guided by scientific and correct theories, we must adhere to the three principles of fairness and justice proposed by Marxist theory: the principle of rights, the principle of contribution, and the principle of need. Then, the principle of need should pay attention to the research and implementation of " preferential benefit"before "general benefit". Secondly, we should adhere to the leading and regulating role of the state, attach importance to the important guiding and leading role of state intervention in the construction of public service system of universal preschool education. Thirdly, we should firmly establish the theoretical thought of "serving the people". Under the guidance of scientific theory, we put forward eight policy suggestions.
引文
[1]赵婀娜.教育界热议如何不负新时代,开拓新实践——新时代教育当有新作为[J].中国农村教育,2017,(11):6-8.
[2]虞永平,张斌.改革开放40年我国学前教育的成就与展望[J].中国教育学刊,2018,(12):18-26.
[3]李庆丰.“普九”与“后普九”推进义务教育机会均等的实践比较[J].上海教育科研,2003,(7):8-10.
[4]许杰.后普九时代走向内涵发展的学校责任[J].中国教育学刊,2011,(5):11-14.
[5]陶利江.无产阶级政党加强理论建设的现实逻辑——读列宁的《怎么办?》[J].大连干部学刊,2016,(6):21-24.
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[7]贾中海,张景先.三种经典公平正义理论之比较[J].理论探讨,2011,(4):34-38.
[8]刘云凤.马克思主义公平正义思想与多元主义理论之比较--兼论对社会主义市场经济运行的启示[J].学术论坛,2012,(12):15-19.
[9][美]迈克尔·沃尔泽.正义诸领域:为多元主义于平等一辩[M].南京:译林出版社,2009:10.
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[11]中共中央马克思恩格斯列宁斯大林著作编译局.列宁全集(第12卷)[M].北京:人民出版社,1987:96-97.
[12]赵兴银,刘诚.“为人民服务”的时代内涵探析——纪念毛泽东发表《为人民服务》讲话70周年[J].江苏社会科学,2015,(8):136-142.
[13]Phillipsen,L.C.,Burchinal,M.R.,Howes,C.,Cryer,D.The Prediction of Process Quality from Structural Features of Child Ccare[J].Early Childhood Research Quarterly,1997,(12):281-303.
[14]Bowne,J.B.,Maguson,K.A.,Schindler,H.S.,Duncan,G.J.,&Yoshikawa,H.A Meta-analysis of Class Sizes and Ratios in Early Childhood Education Programs:Are Thresholds of Quality Associated with Greater Impacts on Cognitive,Achievement,and Socio-emotional Outcomes?[J].Educational Evaluation and Policy Analysis,2017,(9):407-428.
[15]石阳.青岛农村集体幼儿园的发展现状与对策建议[J].学前教育研究,2012,(3):25-29.
[16]周平.街道办事处的定位:城市社区政治的一个根本问题[J].政治学研究,2001,(6):76-83.
[17]牛保秀.清代太原的公益性教育事业--义学[J].山西社会主义学院学报,2017,(1),77-80.
[18]庞丽娟,范明丽.“省级统筹,以县为主”完善我国学前教育管理体制[J].教育研究,2013,(10):24-28.
[19]葛新斌.农村教育投入体制变迁30年:回顾与前瞻[J].华南师范大学学报(社会科学版),2008,(12):82-87.
[20]Jones,C.The Lottery and Its Financial Contribution to Public Education in America[D].University of South Dakota.Educational Administration,2011,3.
[21]Campbell,N.D.Do lottery Funds Increase Educational Expenditure?Evidence from Georgia's Lottery for Education[J].Journal of Education Finance,2003,(3):383-402.
[2]虞永平,张斌.改革开放40年我国学前教育的成就与展望[J].中国教育学刊,2018,(12):18-26.
[3]李庆丰.“普九”与“后普九”推进义务教育机会均等的实践比较[J].上海教育科研,2003,(7):8-10.
[4]许杰.后普九时代走向内涵发展的学校责任[J].中国教育学刊,2011,(5):11-14.
[5]陶利江.无产阶级政党加强理论建设的现实逻辑——读列宁的《怎么办?》[J].大连干部学刊,2016,(6):21-24.
[6]中共中央马克思恩格斯列宁斯大林著作编译局.列宁选集(第1卷)[M].北京:人民出版社,2012:311.
[7]贾中海,张景先.三种经典公平正义理论之比较[J].理论探讨,2011,(4):34-38.
[8]刘云凤.马克思主义公平正义思想与多元主义理论之比较--兼论对社会主义市场经济运行的启示[J].学术论坛,2012,(12):15-19.
[9][美]迈克尔·沃尔泽.正义诸领域:为多元主义于平等一辩[M].南京:译林出版社,2009:10.
[10]中共中央马克思恩格斯列宁斯大林著作编译局.马克思恩格斯选集(第1卷)[M].北京:人民出版社,1995:283.
[11]中共中央马克思恩格斯列宁斯大林著作编译局.列宁全集(第12卷)[M].北京:人民出版社,1987:96-97.
[12]赵兴银,刘诚.“为人民服务”的时代内涵探析——纪念毛泽东发表《为人民服务》讲话70周年[J].江苏社会科学,2015,(8):136-142.
[13]Phillipsen,L.C.,Burchinal,M.R.,Howes,C.,Cryer,D.The Prediction of Process Quality from Structural Features of Child Ccare[J].Early Childhood Research Quarterly,1997,(12):281-303.
[14]Bowne,J.B.,Maguson,K.A.,Schindler,H.S.,Duncan,G.J.,&Yoshikawa,H.A Meta-analysis of Class Sizes and Ratios in Early Childhood Education Programs:Are Thresholds of Quality Associated with Greater Impacts on Cognitive,Achievement,and Socio-emotional Outcomes?[J].Educational Evaluation and Policy Analysis,2017,(9):407-428.
[15]石阳.青岛农村集体幼儿园的发展现状与对策建议[J].学前教育研究,2012,(3):25-29.
[16]周平.街道办事处的定位:城市社区政治的一个根本问题[J].政治学研究,2001,(6):76-83.
[17]牛保秀.清代太原的公益性教育事业--义学[J].山西社会主义学院学报,2017,(1),77-80.
[18]庞丽娟,范明丽.“省级统筹,以县为主”完善我国学前教育管理体制[J].教育研究,2013,(10):24-28.
[19]葛新斌.农村教育投入体制变迁30年:回顾与前瞻[J].华南师范大学学报(社会科学版),2008,(12):82-87.
[20]Jones,C.The Lottery and Its Financial Contribution to Public Education in America[D].University of South Dakota.Educational Administration,2011,3.
[21]Campbell,N.D.Do lottery Funds Increase Educational Expenditure?Evidence from Georgia's Lottery for Education[J].Journal of Education Finance,2003,(3):383-402.