| 杨亮英.利益相关者对学前教育反贫困的认知偏差及其实践逻辑——基于云南省Y 县G 乡X 村混读班的田野调查[J].陕西学前师范学院学报,2021,37(2):28-36 |
| 利益相关者对学前教育反贫困的认知偏差及其实践逻辑——基于云南省Y 县G 乡X 村混读班的田野调查 |
| The Cognitive Bias and Practical Logic of Stakeholders on AntipovertyStrategies in Preschool Education— Based on the Field Investigation of Mixed Study Class in X Village，G Township，Y County，Yunnan Province |
| 投稿时间：2020-12-04 修订日期：2021-01-06 |
| DOI：10. 11995/j. issn. 2095-770X. 2021. 02. 004 |
| 中文关键词: 反贫困 混读班 利益相关者 运行逻辑 |
| 英文关键词: poverty mixed reading class stakeholders logic |
| 基金项目:基金项目：云南省哲学社会科学教育规划项目(AE18025) |
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| 中文摘要: |
| 儿童早期发展是国家反贫困战略的重要内容，学前教育反贫困是阻断贫困代际传递的重要途径。笔者以云南省Y县G
乡X村中的混读班为个案，以利益相关者为切入点，解释了从县到乡镇再到村庄的运作过程中，学前教育反贫困是如何影响着
早期儿童教育的。学前教育在“县-乡镇-村”的运作过程中，相关利益者对学前教育反贫困的价值和对象等方面均产生了认
知偏差并在其具体运行中形成了特有的逻辑。具体表现为：一方面是县级政府与村民对学前教育反贫困在儿童发展中的价值
认知上发生偏差；另一方面是县级政府与村民对学前教育反贫困帮扶对象的识别存在偏差。其背后逻辑是：自然经济与社会
属性是学前教育反贫困的社会基础，情与理之间的妥协是学前教育反贫困对象识别的机制，固守与变通是学前教育反贫困的
精准管理逻辑。在这些逻辑之下，最终导致乡村学前教育反贫困实践与国家政策之间出现了偏离。为此，需要促进利益相关
主体对学前教育反贫困的认知，制定乡村学前教育精准扶贫的专项政策，调整学前教育精准扶贫的体制改革和制度设计，地方
政府应因地制宜地构建地方性的学前教育反贫困体系。 |
| 英文摘要: |
| Abstract: Early childhood development is an important part of the national anti-poverty strategy. Anti-poverty in preschool education
is an important way to break the inter-generational transmission of poverty. This paper takes the mixed reading class in G Village，J
County，Yunnan Province as a case to explain how antipoverty strategies in preschool education affects early childhood education dur⁃
ing the operation process of“county-town-village”from the perspective of stakeholders. During the process，relevant stakeholders
have had cognitive biases on the value and object of anti-poverty strategies in the preschool education，and thus formed a unique logic
in its specific operation. Specific manifestations are as follows: on the one hand，the county-level government and villagers have a devi⁃
ation in the value of preschool education and anti-poverty in child development; and on the other hand，the county-level government
and villagers have discrepancies in the identification of antipoverty objects in preschool education. The logic behind it is: natural econo⁃my and social attributes are the social foundation of anti-poverty approach in the preschool education; the compromise between emo⁃
tion and reason is the mechanism of identifying anti-poverty objects of the preschool education; and adherence and flexibility have be⁃
come the precise management logic of anti-poverty strategies in the preschool education. Under this logic，the anti-poverty practice of
rural preschool education finally deviated from the national policy. Therefore，it is necessary to promote the stakeholders’awareness
on anti-poverty strategies in the preschool education，formulate special policies for targeted poverty alleviation in rural preschool edu⁃
cation，and adjust the institutional reform and system design of targeted poverty alleviation in preschool education. Local governments
should build local anti-poverty system of preschool education according to local conditions. |
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