摘要
教育是一个国家和民族振兴的基石，教育公平是维护社会公平的重要基础。学前教育作为基础教育之基础，是实现教育公平的关键阶段，被视为教育机会公平的起点。但是，在世界各国不断重视学前教育发展过程中公平问题的背景下，我国学前教育却在质、量两方面均表现出机会不公平。在政府财政投入不足、优质教育资源分布不均、城乡二元制社会结构、各地经济和文化差异等因素的影响下，我国学前教育发展在区域间、城乡间、园际间、群体间均呈现出明显的非均衡状态。特别是在“地方负责、分级管理”的教育管理体制下，一些地区倾斜性的政策导向使优质学前教育资源更多的流向本来就发展较好的公办园、示范园，使园际差异更加悬殊，进而造成不同阶层幼儿接受优质学前教育机会上的不均等，加剧了“入园难、入园贵”的程度。因此，相对于学前教育发展的区域差异和城乡差异，人们越来越关注县域内的园际差异问题。
针对于此，本文选取着手加快学前教育事业发展的杭州经济技术开发区作为研究区域，在了解该区学前教育均衡发展现状的基础上，主要通过观察、访谈和问卷的形式，对区内六所幼儿园进行深入的实地调查。基于学前教育供给主体（政府、幼儿园）和需求客体（幼儿家长）两个视角，重点考察各幼儿园在财政经费投入、硬件设施、软件服务、家长满意度四个维度的园际差异状况及其产生原因，在此基础上对开发区不同户籍、不同阶层幼儿的学前教育机会公平性进行实证分析。
研究结论主要有以下几点：（1）倾斜性的财政政策和差异性的教育管理体制是造成不同性质幼儿园在资源配置和服务质量等方面差异显着的关键因素，案例中公办园除了在办园特色方面明显弱于一所民办园外，其他各方面均表现出明显的优势，从家长满意度调查的结果来看，公办园所提供的硬件条件较其服务质量更能符合幼儿需求，而民办园则情况相反；（2）幼儿园自身发展的内部因素是造成相同性质幼儿园间存在办园差异的主要原因，由于公办园均由开发区财政全额支持，办园标准基本一致，所以三所公办园在财政投入、硬件设施和家长满意度方面没有明显的差异，但软件配置方面的差异较为显着，三所民办园在生师比和家长满意度两方面的差异较公办园间更为显着；（3）户籍制度因素是不同阶层子女进入不同性质幼儿园机会差异的根本性原因，家庭背景因素则是不同阶层子女进入相同性质不同等级幼儿园机会差异的根本性原因，无论是否受倾斜性外部政策的影响，优质教育资源总是更多的被优势阶层子女占用，不利于学前教育机会公平性的实现。通过对实证结果的进一步分析还发现，如果将生源看做幼儿园人力资本投入的要素之一，那么园际差异和学前教育机会不公平的程度就会进一步扩大，最终形成恶性循环。
最后，为推进当地学前教育均衡发展，本文提出三个方面对策建议，以供相关政府部门参考：（1）坚持政府投入的“弱势补偿”原则，在均衡配置公共教育资源的基础上，重点扶持薄弱幼儿园和弱势群体，缩小不同体制幼儿园之间的整体差异，使资源配置向更有利于学前教育公平的方向倾斜；（2）加快转变和完善学前教育管理体制，明确政府在学前教育领域的职责范围，在确保学前教育供给质量的基础上，鼓励幼儿园提供基于需求的教育服务；（3）重视优质师资的引进与培养，推进师资队伍均衡配置，并通过加强培训、优化管理、建设文化等措施提升教师工作积极性和归属感，避免教师的无序流动和不合理流失。
关键词：学前教育；园际差异；教育机会公平；教育均衡发展
ABSTRACT
Education is a cornerstone of the revitalization of the country and nation, it is animportant foundation for educational equity and safeguard social fairness. Pre-schooleducation is an important stage in achieving equitable principles of education. Therefore,Pre-school education is a foundation to achieve education equality and equalopportunity. However, inadequate investment in public finances, the uneven distributionof quality educational resources, urban-rural dual system of social structure, economicand cultural differences around the other factors lead to more and more serious equityproblem in pre-school education, such as in between regions, urban and rural areas, andthe nurseries among preschool children. Especially in the system of under the leadershipof the state council, by the local government responsibility,for management at differentlevels, some areas of fiscal policy oriented propensity to make high-quality pre-schooleducation had more resources on the development of a better flow of the publickindergartens and demonstration kindergartens, make the inter-kindergarten differencesmore poor, and thus result in different levels of quality pre-school opportunities foryoung children to accept inequality and so on. Therefore, with respect to regionaldifferences and urban-rural differences in pre-school development, people areincreasingly concerned about the inter-kindergarten differences within the city limits.
Therefore, this article selects HEDA（Hangzhou Economic and TechnologicalDevelopment Area） as the study area, based on six of the region kindergarten-depth casestudies. Each kindergarten emphasis on the financial funding, hardware, software,services, parks interpersonal differences in parental satisfaction with the situation infour dimensions, in this on the basis of different household, children's pre-schoolopportunities for different sectors of the fairness of the empirical analysis.
The main conclusion of the study are the following: first, fiscal policy tilt is causedby the different nature of kindergarten significant differences in the allocation ofresources and quality of service and other aspects of the key factors, in addition to thecase of the public kindergarten in significantly weaker than a private kindergartenoutside, other aspects have shown a clear advantage, from the results of parentsatisfaction surveys, the hardware conditions provided public park than the quality of itsservices to better meet the child care needs, and private garden opposite situation;second, of the same nature kindergarten comparison, due to public park full financialsupport by the zone, consistent with standard office park, three public park so there isno significant difference in the financial investment, hardware, facilities and parentsatisfaction, but the software configuration differences in terms of more significant,more significant differences between the three private garden in two respectsstudent-teacher ratio and parental satisfaction than the public park; third, theregistration system factors are different classes of children into the different nature ofkindergarten chance differences underlying causes family background factor is thedifferent sectors of the children entering grades kindergarten chance to fundamentaldifferences in the nature of the reasons for the same, whether or not affected by the tiltof the external policy, quality education resources are always more children are theadvantages of class occupancy, is not conducive to pre-school education fair chance ofimplementation. Through further analysis of the empirical results also found that if thekindergarten students seen as one of the elements of human capital investment, then thepark interpersonal differences and preschool opportunities for unfair degree will befurther expanded, eventually forming a vicious cycle. This paper proposed accordingly,in order to promote the balanced development of the local pre-school education,government departments should follow the financial investment “vulnerablecompensation” principle, focus on supporting the weak and disadvantaged kindergarten,so that the allocation of resources to be more conducive to a fair pre-tilted.
Keywords: pre-school education, inter-kindergarten differences , opportunity foreducation,the balanced development of education
目录
第一章 绪论
第一节 研究背景与研究意义
第三节 研究方法与研究内容
第二章 杭州经济技术开发区学前教育发展状况
第一节 开发区基本概况
第二节 开发区幼儿园发展状况
第三节 开发区学前教育政策供给现状
第三章 杭州经济技术开发区园际差异分析
第一节 调研基本情况介绍
第二节 园际差异现状分析
第三节 园际差异原因分析
第四章 园际差异背景下的学前教育机会公平性分析
第一节 公办学前教育入园机会差异
第二节 相对优质民办学前教育机会差异
第三节 进一步分析及预测
第五章 总结与建议
第一节 研究结论
第二节 对策建议
第三节 研究局限
参考文献
