【作者】 王芳；

【导师】 蒋立松； 张健；

【作者基本信息】 西南大学 ， 民族教育学， 2020， 硕士

【摘要】 近年来,幼儿园“小学化”倾向的问题成为我国学前教育领域关注研究的一个热点,也是制约我国建设高质量的学前教育的影响因素。政府及相关教育部门对此十分重视,连续下发系列文件明令禁止幼儿园教育的“小学化”倾向,全国各地也纷纷开展幼儿园教育“去小学化”的整顿治理工作,并取得了阶段性的成果。然而我国是一个历史悠久、幅员辽阔、人口众多的国家,这片疆域上生活着56个民族。其中,少数民族大多聚居于我国欠发达的边陲地区,经济、文化和教育的发展都相对滞后。多民族文化在这片场域内碰撞与融合,教育事业的发现面临着一些特殊的困难,教育改革的过程也必然更加复杂。本文通过对新疆两所幼儿园进行实地调研,从政策制定者——教育行政部门、政策实施者——幼儿园和幼儿教师以及政策的配合者——幼儿家长三个角度还原新疆幼儿园教育“去小学化”的现实状况,进而发现在教育实践过程中出现的问题并归因分析,有针对性的提出相对应的建议举措。结合笔者的实地考察结果发现,新疆幼儿园在“去小学化”的实践中存在着一些问题,主要表现在:新疆教育行政部门所制定的幼儿园教育“去小学化”工作方案缺乏对新疆地区教育现实状况的思考,制定的方案工作内容缺乏特殊性与针对性;忽视了新疆少数民族幼儿所处的特殊的教育环境、教育背景及对学前双语教育的特殊需求;新疆幼儿教师整体专业素质水平偏低,缺乏专业的学前双语教师,致使“去小学化”治理工作难以实现初衷;新疆幼儿家长自身的教育学历水平比较低,无法为幼儿创造优质的学前家庭教育环境,也更易受到传统教育价值观念和功利主义思想的束缚,形成不科学的教育观念;少数民族地区教育资源大环境相对落后、公办园与民办园对“去小学化”政策落实力度有差异及社会培训机构监管不善等原因使得新疆幼儿园教育“去小学化”在实施过程中导致的教育不公平现象。针对于此,笔者立足于新疆特殊的文化教育背景和发展现实状况,从五个方面提出建议和对策:从政府及教育行政部门的角度出发,要进一步结合新疆独特的教育背景和学前教育发展的现状,提出有针对性的幼儿园“去小学化”举措,完善当前新疆地区幼儿园“去小学化”的工作方案;关注少数民族幼儿的教育背景以及对学前双语教育的特殊需求,在幼儿园内开展适宜的语言识字教学活动;从提升幼儿教师的专业性的角度,为幼儿教师定期开展交流培训,建设一支专业的学前双语教师队伍;从提升新疆幼儿家长自身的国语水平和文化知识水平出发,引导家长开展适时的家庭教育,并建立起科学的育儿观和教育观;从构建公平和谐的学前教育大环境的角度,需要关注少数民族地区学前教育发展的现状,缩小公办园与民办园在“去小学化”执行落实上的差异以及规范学前培训机构及小学等相关机构,帮助新疆幼儿获得公平、优质的学前教育。由政策制定者、政策执行者以及社会机构通力合作,以期形成一条适宜少数民族地区幼儿园教育“去小学化”的特色道路。更多还原

【Abstract】 In recent years,the phenomenon of "primary education" in kindergartens has become a hot spot for domestic scholars to focus on the field of preschool education.It is also a major problem that restricts the construction of high-quality kindergarten education in China.The government and relevant education departments attach great importance to this,and have issued a series of documents that explicitly prohibit the “primary education” trend of kindergarten education,and nationwide have also carried out the work of“ de-primary education ” for kindergarten education,and achieved staged results.However,China is a country with a long history,a vast territory and a large population,and 56 ethnic groups live on this territory.Among them,ethnic minorities mostly live in the less developed border areas of China,and their economic development is relatively lagging behind.Multi-ethnic cultures are colliding and merging in this field.The educational cause is facing many difficulties and particularities.The process of education reform is bound to be more complicated.This article through the field research of two kindergartens in Xinjiang,from the policy makers-government departments,policy implementers-kindergartens and policy coordinators-parents from three angles to restore the reality of Xinjiang kindergarten education "de-primary",Then,attribution analysis of the problems occurred,and from the corresponding countermeasures and recommendations,aimed at focusing on the special aspects of kindergarten education in ethnic minority areas,to provide a reference for the development of "de-primaryization" of kindergarten education in ethnic minority areas Can learn from.Combined with the results of field visits to Xinjiang kindergartens,the author conducted an attribution analysis of the current problems of the “de-primaryization” of Xinjiang kindergartens and found that the work plan for “ de-primaryization ” of kindergarten education formulated by the Xinjiang Education Administration lacked a unique education for Xinjiang Thinking about the background,the specific work content formulated lacks specificity and pertinence;it ignores the special educational environment of Xinjiang minority children and the special needs for preschool bilingual education;the overall professional quality of children teachers in Xinjiang is low,Lack of professional pre-school bilingual tea chers;parents’ knowledge and culture level is generally low,unable to create a high-quality pre-school family education environment for young children,and vulnerable to traditional education values and utilitarian ideas,resulting in unscientific education Concepts;The relatively backward environment of education resources in ethnic minority areas and the difference in the implementation of the “de-primary” policy between public parks and private parks have led to more educational problems in the practice of “ de-primary ”education in kindergartens in Xinjiang.In response to this,based on the special requirements of kindergarten education in Xinjiang,the author puts forward suggestions and countermeasures from five aspects.From the perspective of the government and education administration departments,we should further integrate the actual situation of the development of local preschool education in Xinjiang,and propose targeted "de-primary" measures for kindergartens to improve the current work plan for "de-primary" in kindergartens in Xinjiang;Ethnic minority children’s educational background and special needs for pre-school bilingual education,carry out appropriate language literacy teaching activities in kindergartens;from the perspective of enhancing the professionalism of preschool teachers,regularly carry out exchange training for preschool teachers and build a professional preschool Bilingual teacher team;from the perspective of improving the knowledge and cultural level of parents,guide parents to establish a scientific concept of parenting and education;from the perspective of building a fair and harmonious preschool education environment,special consideration needs to be given to the current situation and educational resources of ethnic minority areas and The special situation of "de-primaryization" reduces the difference between the implementation of "de-primaryization" in public parks and private parks,and regulates preschool training institutions and elementary schools and other related institutions,so that Xinjiang children are at a relatively fair starting point to start their educational career.Policy makers,policy executors and social institutions work together to form a path suitable for "de-primaryization" of kindergarten education in ethnic minority areas.更多还原