학술논문
我国民族地区学前教育师资配置城乡差异研究:基于泰尔指数的比较 / Differences of Teacher Allocation in Preschool Education in Ethnic Regions of China:on the Basis of Comparison of Thiel Index
Document Type
Academic Journal
Source
成都师范学院学报 / Journal of Chengdu Normal University. 40(1):34-42
Subject
Language
Chinese
ISSN
2095-5642
Abstract
为探究我国民族地区学前教育师资配置差异状况,采用泰尔指数模型分析《中国教育统计年鉴》相关数据,发现当前我国民族地区学前教师数量配置缺口较大,质量及结构配置失调;城区、镇区及乡村之间在教师质量与结构配置上存在较大差异;民族地区学前教师在数量、质量及结构配置上与全国平均水平之间的差异贡献率均高于民族地区城区、镇区及乡村之间的差异贡献率.基于弱势补偿理论分析,可知其原因主要在于民族地区幼儿园管理者缺乏科学的教育理念,民族地区学前教育教师队伍建设监管体系不够健全,国家对民族地区学前教育的经济投入与政策倾斜力度均较有限.据此建议,要完善民族地区幼儿园管理者及教师的专业素质培养体系,健全民族地区学前教育教师队伍建设的监督体系,并加强民族地区学前教育的经济投入与政策倾斜.
To explore the differences in the allocation of preschool teachers in ethnic regions of China,the Thiel index model was used to analyze the relevant data in the China Education Statistical Yearbook.The results reveal that there is a significant gap in the number of preschool teachers in ethnic regions,and the quality and structural allocation are imbalanced.In addition,there are significant differences in the quality and structural allocation of teachers among urban,township,and rural areas.The differential contribution rate in the quantity,quality,and structural configuration of preschool teachers between ethnic regions and the national average level is higher than that among urban,township,and rural areas in ethnic regions.Based on the theory of disadvantaged compensation,it is found that kindergarten administrators in ethnic regions lack scientific educational concepts.The supervision system for the construction of preschool education teacher teams in ethnic regions is not sound.The country's fiscal investment and policy support towards preschool education in ethnic regions are limited.Therefore,suggestions are put forward including perfecting the professional quality training system for kindergarten managers and teachers in ethnic regions,improving the supervision system for the construction of preschool education teacher teams in ethnic regions,and enhancing fiscal investment and policy support in preschool education in ethnic regions.
To explore the differences in the allocation of preschool teachers in ethnic regions of China,the Thiel index model was used to analyze the relevant data in the China Education Statistical Yearbook.The results reveal that there is a significant gap in the number of preschool teachers in ethnic regions,and the quality and structural allocation are imbalanced.In addition,there are significant differences in the quality and structural allocation of teachers among urban,township,and rural areas.The differential contribution rate in the quantity,quality,and structural configuration of preschool teachers between ethnic regions and the national average level is higher than that among urban,township,and rural areas in ethnic regions.Based on the theory of disadvantaged compensation,it is found that kindergarten administrators in ethnic regions lack scientific educational concepts.The supervision system for the construction of preschool education teacher teams in ethnic regions is not sound.The country's fiscal investment and policy support towards preschool education in ethnic regions are limited.Therefore,suggestions are put forward including perfecting the professional quality training system for kindergarten managers and teachers in ethnic regions,improving the supervision system for the construction of preschool education teacher teams in ethnic regions,and enhancing fiscal investment and policy support in preschool education in ethnic regions.