| 雷经国.贫困县乡村学前教育精准扶贫政策的进展与地方实践——以贵州省为例[J].陕西学前师范学院学报,2020,36(4):93-98 |
| 贫困县乡村学前教育精准扶贫政策的进展与地方实践——以贵州省为例 |
| A Study on the Development and Practice of Targeted Poverty Alleviation Policy in Rural Preschool Education in Poor Counties: A Case Study of Guizhou Province |
| 投稿时间：2019-12-23 修订日期：2020-03-11 |
| DOI：10.11995/j.issn.2095-770X.2020.04.015 |
| 中文关键词: 贫困县乡村学前教育 精准扶贫政策 研究进展 地方实践 发展趋势 |
| 英文关键词: preschool education in poor counties targeted poverty alleviation policy research review local prac⁃tice development trend |
| 基金项目:教育部人文社科研究一般项目（19YJC880039）；贵州省社科规划一般课题（17GZYB18）；贵州师范学院校级重点课题（2017ZD012） |
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| 中文摘要: |
| 以贵州省为典型个案，通过文献法、内容分析法和访谈法对贫困县乡村学前教育精准扶贫政策的以往研究成果进行总
结，对地方性实践动态进行了梳理，结合其需求目标与具体任务的分析，得出结论：在研究方法上，需注重文献调研与实地访谈调
查相结合,注重运用量的研究与质性研究相结合的混合研究法；在研究视角和内容上，需从脱贫攻坚的视角转向后脱贫攻坚的视
角审视贫困县乡村学前教育精准扶贫政策的进展，在此基础上，进一步探究其政策执行的基本要素及其关系模型建构、优化路
径、推进策略与保障机制；在研究队伍的建设与发展上，亟需扩大乡村学前教育研究队伍的规模和来源途径，形成跨区域合作与
共享、多元主体参与治理的研究队伍。 |
| 英文摘要: |
| Taking Guizhou Province as a typical case, through literature review, content analysis and interview,
this paper is based on an analysis of previous research findings and local practice and development of rural pre⁃
school education targeted poverty alleviation policies in poor counties. Taking needs and tasks into consider⁃
ation, the following conclusions are drawn. In terms of research methods, it is necessary to combine empirical
research with literature research and field interview investigation, and to use mixed research methods for quanti⁃
tative research and qualitative research. As far as research perspectives and contents are concerned, it needs to
change the perspective of poverty alleviation from the perspective of poverty alleviation to the perspective of
post poverty alleviation, and on this basis, to further explore the basic elements of its policy implementation
and their relationship model construction, optimization paths, promotion strategies and guarantee mechanism. In
the construction and development of research team, it is urgent to expand the scale and multi-dimensional
sources of rural preschool education research team, and to establish research teams with cross regional coopera⁃
tion, and to encourage multiple subjects’participation in governance and sharing。 |
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