I. Guiding ideology
Guided by the important thought of Deng Xiaoping Theory and the 16th National Congress of the Communist Party of China, we should adhere to the people-oriented principle, establish a comprehensive, coordinated and sustainable Scientific Outlook on Development, intensify the reform and innovation of preschool education, expand the resources of high-quality preschool education, promote the balanced and coordinated development of education, improve the quality of preschool education and run a satisfactory education for the people.
Second, the main development goals
By 20 10, the enrollment rate of children aged 3-5 in the city will reach 95%, and more than 70% of school-age children will receive quality preschool education; The coverage rate of star-rated kindergartens reaches 80%, and the coverage rate of star-rated kindergartens reaches more than 70%; Standardized kindergartens have reached more than 75%, of which the standardization rate of township central kindergartens is100%; The qualification rate of preschool teachers' education is over 90%, and the college degree or above is 50%; Generally improve the scientific parenting ability of parents and caregivers of preschool children, and actively build an early education system for 0-2 years old. It has basically formed a preschool education system with the characteristics of this city with various forms, reasonable structural layout, perfect management system, optimized teaching staff and excellent education quality.
Third, the main work measures
(A) to strengthen the leadership and management of preschool education.
1. Preschool education is the basic stage of school education and lifelong education and an important part of basic education. Governments at all levels should fully understand the importance of preschool education, and incorporate preschool education into the overall social development plan and work schedule according to law. The development level of preschool education, as an important basis for comprehensively popularizing fifteen-year education from primary school to high school and a necessary condition for creating a "strong town through education" and a "strong county through education", is included in the performance appraisal of governments at all levels.
2. Further clarify the management responsibilities of governments at all levels for preschool education. County (District) people's government bears the main responsibility for local pre-school education, and formulates and implements pre-school education development planning and pre-school education institution layout planning according to the local economic and social development, so as to ensure that a certain amount of financial allocation is invested in pre-school education every year and achieve annual growth; Run the demonstration kindergarten at this level well; Strive to improve the quality of preschool education; Vigorously support all sectors of society to set up pre-school education institutions at all levels; Help underdeveloped towns to improve the conditions for running parks. Township governments and sub-district offices have an important responsibility in the development of pre-school education, make unified plans for the layout of pre-school education institutions in towns and streets, and run central kindergartens well; Fully mobilize the enthusiasm of the community (neighborhood Committee) and all walks of life, raise funds through multiple channels, develop preschool education, and arrange some funds from the finance at the same level and the surcharge for enterprise education every year to support preschool education. Township central kindergartens implement the system of "township-oriented, county-township * * * management". The main body of the kindergarten is the township government, and the county (district) education bureau is responsible for the allocation of teachers and business guidance. Township central kindergartens gradually transition to public teachers, and the director is appointed by the county (district) Education Bureau.
3. Establish an effective preschool education management system. City, county (District) should set up a leading group for preschool education, under the leadership of the people's government at the same level, to co-ordinate the management of preschool education in the region. Planning (price), civil affairs, finance, labor and social security, urban construction, health, auditing, public security, women's federations and other departments and organizations at all levels shall, according to their respective functions, strengthen the guidance, service and management of preschool education institutions. City, county (District) Education Bureau, as the competent department of preschool education in the city, is responsible for reviewing the qualifications of various preschool education institutions, issuing licenses for running parks (institutes) and conducting regular audits; Equipped with full-time cadres and teaching, scientific research and supervision personnel with certain policy level and administrative management ability, and earnestly strengthen the leadership and management of all kinds of preschool education institutions in the city; Establish a pre-school education management and business guidance network led by demonstration kindergartens or township central kindergartens, and give full play to the demonstration radiation function and management function of demonstration kindergartens or township central kindergartens. Under the leadership of the Municipal and County (District) Education Bureau, kindergartens in towns and streets shall implement unified management and unified assessment of preschool education in their towns and streets, and establish a quality management and evaluation system for preschool education.
4. Strengthen the pairing of urban and rural assistance and actively develop preschool education in fishing and rural areas. Promote the construction of preschool education and promote the complementary advantages and enjoyment of preschool education resources. Effectively improve the level of preschool education institutions in fishing and rural areas and ensure the quality of education. Relying on demonstration kindergartens at all levels and township central kindergartens, preschool children in remote areas and islands can receive good early education through flexible and diverse service forms such as early childhood education mobile stations.
5, strengthen the construction of provincial and municipal demonstration kindergartens, give full play to the role of demonstration radiation. Demonstration kindergartens at all levels should become the bases and centers for spreading advanced educational concepts, carrying out scientific research on preschool education, cultivating and training preschool teachers, exchanging information and giving play to the role of demonstration radiation.
(2) Increase investment in preschool education to ensure the steady development of preschool education.
6, pre-school education funds should adhere to government funding, organizers of financing, social donations and pre-school education institutions to solve various channels. Strengthen the government's responsibility to ensure that the financial allocation for township central kindergartens and demonstration kindergartens increases year by year. It is necessary to arrange a certain amount of special funds for preschool education for preschool teachers' training, education, scientific research, evaluation, commendation and support in poor areas. Ensure public utilities (water, electricity, etc. All kinds of pre-school education institutions are charged according to the standards of primary and secondary schools.
7, pre-school education institutions to implement the policy of grading fees, grading fees. The specific standards for pre-school education institutions to collect conservation education fees should be determined according to the different levels of per capita conservation education and training costs, the conditions for running parks (institutes), the investment of the main body of running parks (institutes) and other factors. Organizers should put forward their opinions and report them to the education administrative department, the price administrative department and the financial department for review. Per capita protection education and training expenses include: official expenses, business expenses, teacher training fees, staff salaries (including allowances and subsidies issued by the local government), staff medical insurance, pension insurance, unemployment insurance and housing accumulation fund, daily equipment purchase and daily maintenance expenses, etc. Capital construction investment can be included in the cost through depreciation. Preschool education institutions shall not set up separate charging items in the name of running characteristic classes, experimental classes and interest classes.
8, preschool education institutions to collect meals to implement democratic management, separate accounting. Ensure that all of them are used for preschool children's meals, and the salaries of faculty and staff shall not be included in preschool children's meals. Preschool education institutions shall publish their accounts to parents every month and accept their supervision.
9, the establishment of private preschool education institutions development fund system. Private educational institutions shall arrange certain funds for the development of educational institutions and the training of preschool teachers every year. Preschool education institutions must establish the necessary financial management system in accordance with state regulations, and properly arrange the use of various fees.
(3) Standardize management to ensure the smooth progress of preschool education reform.
10. It is strictly forbidden to transfer public kindergartens to enterprises, units and individuals by means of sale, auction or lease. The reform of public kindergartens must be approved by the administrative department of education at or above the municipal level. Without approval, no department or kindergarten may change the nature of public kindergartens without authorization. The reform of public kindergartens must use the policy of private mechanism to enhance the fund-raising ability of kindergartens without reducing financial input. Township central kindergarten is the backbone of rural preschool education and the bridge of preschool education counseling network at county, township and village levels. The township government shall not transform, sell or contract the township central kindergarten to individuals.
1 1. When developing urban residential quarters, we need to consider all aspects and build kindergartens. The administrative department of education should participate in the examination and approval of the planning and design scheme of supporting kindergartens, and the single design scheme of kindergartens can only be built after being approved by the administrative department of education. The construction of supporting kindergartens should fully consider the needs of the integrated development of child care. Supporting kindergartens are managed by the administrative department of education.
The education administrative department should make overall arrangements for supporting kindergartens in the community to ensure the expansion of local high-quality preschool education resources. Can take public, state-owned private or private assistance and other forms to run the park. No department or individual may change the use of public kindergartens, use public kindergartens as a profit-making tool, or collect kindergarten fees other than those stipulated by the state without authorization. It is strictly forbidden for developers to transfer or lease supporting kindergartens to units and individuals without permission.
12, we should actively promote the reform of the internal management system of preschool education institutions, introduce competition and incentive mechanisms, fully implement the kindergarten (institute) director responsibility system, teacher appointment system and competitive appointment system, and improve the efficiency and vitality of running kindergartens (institutes).
(four) to strengthen the management of education and teaching, and comprehensively improve the quality of protection education.
13, the implementation of quality education should start from preschool children. Preschool education institutions should conscientiously implement the "Regulations on Kindergarten Work" and the "Guidelines for Kindergarten Education (Trial)" to provide healthy and rich living and activity environments for preschool children and meet their various development needs.
14, strengthen the safety work of preschool education institutions. Preschool education institutions should take ensuring the safety of teachers and students as the top priority, and strengthen the inspection of safety facilities in parks (institutes) and the safety prevention of teachers and students in one-day activities. Preschool education institutions should strive to recruit students nearby, and generally not transport preschool children to the park (institute) by car. Vehicles that pick up preschool children must be approved by the public security traffic police and transportation management departments, and must be tested regularly to keep the vehicles in good condition. When picking up and dropping off, the car must be supervised by faculty and staff. It is strictly forbidden to use illegal and non-passenger vehicles to pick up and drop off children.
To strengthen the management of food hygiene in preschool education institutions, the relevant provisions of the Food Hygiene Law must be strictly implemented in the procurement, transportation and storage of food.
15. Actively carry out educational reform and educational research in pre-school education institutions, advocate teachers to carry out teaching and research activities based on the reality of the park (institute), and improve teachers' teaching skills and professional quality.
16. Expand the social service function of preschool education and provide early care and education service guidance for parents of young children. Gradually establish a flexible and diverse infant education service network based on the community and centered on demonstration kindergartens, and open the community from time to time to help parents improve their scientific parenting ability. Conditional kindergarten enrollment age extends downward, forming an integrated garden pattern.
17, standardize the behavior of preschool education institutions to run parks (institutes), strengthen the management and guidance of educational experiments and scientific research, adhere to the correct research direction, and prevent activities that violate the laws of preschool education from entering preschool education institutions. Without the approval of the education administrative department at the same level, no department or individual may set up the so-called scientific research and training base of preschool education institutions without authorization. Holding exhibitions and social activities with preschool children must be approved by the education administrative department at or above the county level. Preschool education institutions shall not hold all kinds of early orientation training classes, and it is strictly forbidden to hold other activities that damage the physical and mental health of preschool children. Without the approval of the administrative department of education, all kinds of signboards hung by various pre-school education institutions shall be removed.
Strengthen joint law enforcement and resolutely ban illegal preschool education institutions.
(5) Strengthen the construction of pre-school teachers and strive to improve the quality of teachers.
18, conscientiously implement the regulations on teacher qualifications. Counties (districts) should strictly control the qualifications of teachers in the examination and approval, annual inspection and rating of preschool education institutions. City and county (District) education administrative departments at two levels shall recognize the qualifications of preschool education institutions according to law. Teachers employed by public (private) preschool education institutions must have the qualifications of kindergarten teachers and gradually repel unqualified teachers. By adjusting the layout of primary and secondary schools, some public primary school teachers with better quality will be enriched into the rural preschool education team. On-the-job training for teachers who have enriched pre-school education institutions ensures the improvement of the overall quality of rural preschool teachers.
19, the education administrative departments at all levels should formulate and improve the training plan for preschool teachers, and gradually improve the educational level of teachers. In accordance with the Regulations on Continuing Education of Primary and Secondary School Teachers (Order No.7 of the Ministry of Education), the pre-school teacher training will be included in the local continuing education plan for primary and secondary school teachers, and attention will be paid to the on-the-job training of kindergarten directors and the training of key teachers, so as to build a school with excellent political and professional quality and age structure.
Science backbone teachers.
20, conscientiously implement the "Teacher Law", according to the law to protect the legitimate rights and interests of teachers in preschool education institutions. Preschool education institutions must implement old-age insurance and medical insurance for in-service public (private) preschool teachers with kindergarten teacher qualifications.
The salaries and other welfare benefits of public kindergarten teachers should be included in the unified payment of county-level finance like public primary and secondary school teachers.
I hope it will help you, and I wish you success! 0
Haigui Hedong 2009-10-17 20: 01:42 21157.438+082. * Report As China is still in the primary stage of socialist economic operation, the socialist market economic system has been basically established.
1. The distribution system combining distribution according to work and distribution according to factors is determined by the diversity of ownership structure in China: the combination of productivity level in the primary stage of socialism and public ownership economy in China determines that public ownership economy can only adopt the income distribution system based on distribution according to work. On the other hand, because China is still in the primary stage of socialism, the non-public economy and the public economy coexist, and * * * participates in creating wealth and requires distribution according to production factors. Distribution according to production factors means that various factors should participate in income distribution according to their contributions in the process of reproduction and get corresponding remuneration. Based on the objective reality of China's social and economic development, only the income distribution system combining distribution according to work and distribution according to factors is the only fair distribution mode at this stage, which is equal in form and therefore fair. In the public ownership economy, because the state and the collective are the sole owners of all factors of production except labor, all members of society can only be laborers but not owners of other factors of production. In this case, distribution according to work can only be implemented, that is, the amount of income is determined according to the amount of labor paid. However, there is also inequality in this distribution method. Because people's talents, abilities, responsibilities and risks, and the difficulty of work are different, their contributions to society and production are also different. If we adopt the same distribution method and treat them equally, it will inevitably lead to new inequalities. As Marx said in Critique of the Gotha Program, "Like all rights, it is an injustice? Quina? Thin? 1] and "to avoid all these ills, rights should not be equal, but unequal. " [2]
2. The distribution system combining distribution according to work and distribution according to factors is determined by the contributions made by various factors of production in the process of wealth creation. William petty once pointed out that "labor is the mother of wealth and land is the father of wealth", and Marx also pointed out many times in Das Kapital and Critique of Gotha Program that labor is not the only source of all wealth. Practical common sense tells us that without the participation of other production factors such as capital and land, it is impossible to create value and wealth only by the participation of workers, and the three are indispensable in the production process (it should be noted that this does not mean that capital and land also create value). In this regard, Marx once said: "Without the natural and perceptual external world, workers can't create anything. It is the raw material used by laborers to realize their own labor, carry out labor activities in it, and produce and produce their own products from it. " [3] In addition, with the development of economy, knowledge, technology, information and management capabilities that were neglected in the past occupy an increasingly important position in modern production and operation, and they also require participation in distribution. Marx pointed out in Critique of Gotha Program that "the distribution of any kind of consumption materials is only the result of the distribution of production conditions themselves." Therefore, the owners of production factors such as capital and technology should be allowed to participate in the distribution, which is conducive to the flow of production factors to more effective fields, the acceleration of technological progress, and the upgrading of China's industrial structure and the transformation of economic growth mode.
Some people think that since factors of production include labor, distribution according to work should be included in distribution according to factors of production, so distribution according to factors of production should be implemented instead of combining distribution according to work with distribution according to factors of production. The mistake of this view is that they confuse "labor" in distribution according to work and "labor" in distribution according to production factors, and confuse distribution according to work and distribution according to labor value. In fact, the "labor" in the distribution according to work refers to the living labor in the production of material products, and the "labor" in the distribution according to production factors refers to the labor bought and sold in the labor market. Distribution according to work includes necessary labor value and surplus product value created by surplus labor, while distribution according to work is only necessary labor value (if it is really an "equivalent exchange" between employers and employees).
Secondly, it is necessary to correctly understand that distribution according to production factors is not equal to factor value theory. Distribution according to factors of production is because capitalists own capital and land. Based on this legal property right, they enjoy the right to claim surplus value, but they can't draw the conclusion that other production factors such as capital and land also create value. On the contrary, the most basic viewpoint of the factor theory of value is that the three factors of production, land, capital and labor create value together. Now it is proposed that entrepreneurs are the fourth largest factor of production, and the first three factors of production work together to create value. They advocate distribution according to contribution. They believe that capital and land should also participate in distribution, precisely because they also participate in the creation of value. The theory of factor value confuses the production of use value with the production of value, the formation process of value and the proliferation process of value.
Why do many scholars believe in the theory of factor value? Is the seemingly reasonable factor theory of value really reasonable? This requires us to find out what creates value. In addition, the arrival of knowledge economy and information age also requires us to deepen our understanding of labor and labor value. 0
2009-11-711:28: 02124.236.3 * Report1. The Significance of Situational Teaching Psychologically speaking, a situation is a specific natural environment or concrete thing that directly stimulates people and has certain biological and sociological significance. Situation plays a specific role in stimulating people's certain emotions. For example, in sports competitions, the strength of the contestants and the reaction of the audience have different effects on the emotional state of athletes, because the situation is different. In other words, the so-called situation refers to the specific natural environment or specific social environment that causes people's emotional changes. Situational teaching refers to the introduction, manufacture or creation of a specific situation or atmosphere suitable for the teaching content in order to achieve the established teaching purpose in the teaching process, which can arouse students' emotional experience, help students understand the teaching content quickly and correctly, promote the comprehensive and harmonious development of their psychological mechanism and improve teaching efficiency. Second, the meaning of reading situation teaching and the classification of reading teaching situation. Reading situational teaching means that teachers create a specific situation or atmosphere with image as the main body and full of emotion according to the teaching materials, so as to stimulate and attract students to learn actively and achieve the best teaching effect. In this reading teaching mode, teachers play a leading role, create the best teaching situation suitable for students according to the teaching content, stimulate and educate students to read and think actively, so as to realize students' full absorption and flexible use of reading teaching content. So, what kind of situation can be created in reading teaching? What are the reading teaching situations? According to the effect of reading teaching situation on reading teaching, reading teaching situation can be divided into the following five types: (1) Intuitive situation Intuitive situation is to show students the reading content to be taught, so that students can quickly perceive the reading content. By creating an intuitive teaching situation, teachers can turn the teaching content into concrete and perceptible things, so that students can have an intuitive perception of what they are teaching, thus improving teaching efficiency. (2) Problem situation Problem situation is that teachers ask questions to students, prompting students to read, think, analyze and solve problems with the questions raised by teachers, so as to understand the reading content. (3) Inference situation Inference situation is that students use existing concepts and judgments to infer another judgment during reading, thus encouraging students to skillfully use existing information to deduce new information and cultivating students' flexibility and agility in thinking quality. (4) Imagining the situation Imagining the situation is mainly around the teaching purpose, using the reading content to find the "burning point" that can arouse students' imagination, thus stimulating students' imagination, opening up students' thinking fields and deepening their understanding of reading content learning. (V) Language situation Language situation is actually a language environment, including both the social environment and natural environment of language, as well as a person's language style, dialect basis, life experience and cultural accomplishment. One of the main purposes of reading teaching is to let students learn, understand and use the language in a certain language situation. The study, understanding and application of language can undoubtedly improve students' analytical ability, appreciation ability and evaluation ability, which is conducive to the improvement of reading ability. Thirdly, inspire and create reading teaching situation. Psychologist George, an advocate of situational teaching in Bulgaria? Lozanov believes that situation has obvious suggestive effect on people's psychology, which affects people's psychology and behavior in implicit and indirect ways. This kind of hint is provided by the situation and the source of suggestive information. Through this suggestion, the educated can maximize their potential, thus improving their memory, imagination and creativity, meeting the needs of learning and realizing full self-development. Hint teaching is to use certain situations, "from the perspective that students are a complete individual, create a high degree of motivation, establish a psychological tendency to stimulate individual potential, and try to combine various unconscious hint factors in the process of learning and communication." The suggestive teaching method he founded is the root situational teaching. Hint teaching method, also known as "heuristic teaching method", is an interesting and comfortable teaching method. It combines learning with music, games and performances, enlightens students to study consciously, entertaining and entertaining, and makes students feel that every minute of study is a kind of enjoyment. Understanding is the key for students to read articles. Understanding includes two aspects: meaning understanding and text understanding. The purpose of reading is to cultivate students' understanding ability, cognitive ability, retrieval ability, explanation ability, combination ability, generalization ability and expansion ability through understanding meaning, and to cultivate students' analytical ability, comprehensive ability and evaluation ability through understanding meaning. In reading teaching, it is necessary to cultivate students' correct understanding of reading content, that is, to create reading teaching situations by inducing inspiring thinking, so that students can "correctly understand" reading content. What is understanding? It is a process of intelligent activity to understand the meaning of reading materials by understanding their internal relations and relationships. The standard of understanding is that students use their positive thinking activities to discover the meaning contained in the reading materials. The understanding standard in China's current reading teaching has multi-level comprehensive significance, which embodies the objectivity and scientificity of the understanding standard. The understanding standards of teaching materials, teaching instructions and teaching reference materials are clearly defined. The so-called "correct understanding" means to reach or basically meet the requirements of teaching regulations, so as to "conduct strict training", teach students the methods of understanding textbooks and cultivate their reading ability. Reading teaching is essentially to induce students to have a correct understanding of reading content. How to induce? This requires teachers to use heuristic guidance. Confucius said, "If you don't get angry, you will get it. If you don't get angry, you will get it. If you don't take a corner, you will never get it back." (The Analects of Confucius) means: induce a student until he has figured it out in his heart, then enlighten him; Don't inspire him until he thinks of what's in his mouth but doesn't say it. For example, if a thing has four corners, teach him one corner, but he can't deduce the other three corners from it, so he stops teaching. Later generations summarized it as heuristic teaching and took it as the guiding ideology of a teaching method. Heuristic teaching has been advocated for many years, but the implementation effect is not ideal. Reading teaching can be said to be the most suitable heuristic teaching. But it has always been difficult to get rid of the shackles of indoctrination for a long time. In a sense, teachers' reading teaching mode is still rigid, which leads to students' rigid thinking mode, hinders students' correct understanding of reading content and cannot develop students' personal reading ability. However, we can't stop implementing heuristic teaching method in reading teaching, or even deny the great role of heuristic teaching method in reading teaching. Heuristic reading teaching is particularly important for cultivating students' spirituality, understanding and innovative thinking. Heuristic reading teaching does not presuppose any rules and regulations, does not bind students' thinking, and requires students to actively use their brains, form their own opinions on the reading content, and make reasonable imagination and creation in order to achieve a correct understanding and application of the reading content. Teachers should correctly use heuristic reading teaching, create reading teaching situations and carry out reading teaching reasonably. Teachers' heuristic reading teaching mainly includes the following three aspects: (1) sequential induction. According to the development trend of students' thinking activities, we should mobilize the known to understand the unknown, use what we have been able to solve, that is, use the students' existing knowledge to understand the content of reading teaching, and teachers should use the known texts to explore students' ideas from shallow to deep, from near to far, from concrete to abstract, and inspire students to solve problems themselves. (2) Reverse induction. When positive inspiration can't inspire students, teachers can inspire them from the opposite side. In reading teaching, students will inevitably have some wrong ideas and misunderstandings. At this time, teachers can carry out anti-enlightenment induction, push wrong ideas and understanding to the end of the road, and come to a "poor, then change, then change." As the saying goes, a stone stirs up a thousand waves, and students suddenly realize that they have a correct understanding of the teaching content of reading. (3) Lateral opening induction. However, when students can't think and understand the content of reading teaching consistently and get ahead, but they are ignorant, teachers can use some of the same attributes of two things to inspire students to review one thing they know and know another. Teachers can use logical analogy, rhetorical metaphor, fable and other means to attack by innuendo, promote students' epiphany, and quickly understand the reading content and solve problems. Of course, teachers should have a full understanding of students, that is, they should have a perceptual understanding of the knowledge, reading comprehension ability and the reading realm that students can achieve in their brains. An important feature of heuristic reading teaching is to stimulate students' imagination through reading teaching, so as to use known knowledge to understand and solve problems. That is to say, in the process of heuristic reading teaching, it is necessary to link practical problems with students' existing perceptions, create conditions for students, and achieve a correct understanding of reading content. As the saying goes, the power of teaching lies in guidance. Heuristic reading teaching requires teachers to follow the teaching rules, start from the law of students' physical and mental development, induce and inspire students, create reading teaching situations and fully mobilize students' reading enthusiasm. Teachers should combine students' original knowledge, experience, cognitive structure and laws of physical and mental development, put forward heuristic questions in reading teaching, inspire students' thoughts, enlighten students' hearts, give out students' voices, stimulate learning fun, and derive the best state of learning.