Search Advanced

Message Board

Dear readers, authors and reviewers,you can add a message on this page. We will reply to you as soon as possible!

2018 Volume 5 Issue 6
Article Contents
Previous Article Next Article

HE Hongfang. Reflections on Improving the Treatment of Non-public Kindergarten Teachers in Rural Areas and Policy Suggestions[J]. Journal of Teacher Education, 2018, 5(6): 83-89. doi: 10.13718/j.cnki.jsjy.2018.06.010
Citation: HE Hongfang. Reflections on Improving the Treatment of Non-public Kindergarten Teachers in Rural Areas and Policy Suggestions[J]. Journal of Teacher Education, 2018, 5(6): 83-89. doi: 10.13718/j.cnki.jsjy.2018.06.010
shu

Reflections on Improving the Treatment of Non-public Kindergarten Teachers in Rural Areas and Policy Suggestions

  • Faculty of Education, Beijing Normal University, Beijing 100875, China

More Information
  • Received Date: 21/10/2018
  • At present in China, most teachers in rural kindergartens are funded by private sectors. Rural non-public kindergarten teachers are the leading force of kindergarten teachers in China, and their treatment is directly related to the construction of kindergarten teachers and the improvement of kindergarten education quality. At present, China's rural non-public kindergarten teachers are poorly treated, mainly as follows:low income, a serious lack of social insurance, lack of assessment of professional title, limited on-the-job training and evaluation. The reason for this situation is that the rural non-public kindergarten teachers lack the "identity" at the policy level, and our country has implemented the "two-track system" management system for the kindergarten teachers, and the financial investment of the rural non-public kindergarten teachers is insufficient. In order to improve the treatment of rural non-public kindergarten teachers, the government should raise their income by setting minimum wage standards and improving the wage system, establish a social insurance system and clarify the share of government, kindergartens and individuals, implement the title evaluation system and put them into the unified assessment of professional titles, improve the opportunities for on-the-job training and evaluation to promote their professional quality.
  • 加载中
  • [1] 梁慧娟.完善我国非公办幼儿园教师政策的思考[J].学前教育研究,2013(8):3-8.

    Google Scholar

    [2] 刘占兰.六问农村贫困地区幼儿园质量[N].中国教育报,2016-06-21(01).

    Google Scholar

    [3] 何奔,余颖.教师弱势群体网上倾吐辛酸:非公办幼教谁来关注[EB/OL].(2010-09-10)[2018-09-22]. http://edu.workercn.cn/c/2010/09/10/100910154324613863893.html.

    Google Scholar

    [4] 杨文娟,侯崇智.河北昌黎200多名非公办幼师讨待遇[EB/OL].(2014-01-23)[2018-09-22]. http://he.people.com.cn/n/2014/0123/c192235-20459807.html.

    Google Scholar

    [5] 山东省人民政府.关于2012年教育工作专项督导情况的通报(鲁政字[2012] 180号)[EB/OL].(2012-08-28)[2018-09-22]. http://www.sdchild.com/wjgg/2012-10-28/22885.html.

    Google Scholar

    [6] 王化敏.幼儿园非公办教师实行社会养老保险制度的可行性思考(上)[J].幼儿教育,2001(5):20-21.

    Google Scholar

    [7] 刘淼.青岛幼儿教师9成非公办身份月薪数百无公积金[EB/OL].(2012-02-28)[2018-09-22]. http://news.ifeng.com/gundong/detail_2012_02/28/12832887_0.shtml.

    Google Scholar

    [8] 王原.幼儿教师八成多"无证上岗"[N].大众日报,2012-09-05(3).

    Google Scholar

    [9] 郭忠玲.河南省民办幼儿园教师专业发展与生存状况调查研究[J].内蒙古师范大学学报(教育科学版),2012(8):75-78.

    Google Scholar

    [10] 张宁锐,李果然.刘焱委员:非编制幼儿教师寄望"国十条"[EB/OL].(2010-12-06)[2018-09-22]. http://www.cppcc.gov.cn/2011/09/07/ARTI1315357310281269.shtml.

    Google Scholar

    [11] 张云亮,汪德明,时莉,等.农村幼儿教师培训的现状、评价及其需求[J].学前教育研究,2012(1):33-38.

    Google Scholar

    [12] 罗旭.关注农村幼儿教师的生存状态[N].光明日报,2010-03-06(10).

    Google Scholar

    [13] 梁慧娟.我国现行幼儿教师政策的"身份制"特征表现与成因分析[J].学前教育研究,2011(9):14-18.

    Google Scholar

    [14] 庞丽娟,韩小雨.中国学前教育立法:思考与进程[J].北京师范大学学报(社会科学版),2010(5):14-20.

    Google Scholar

    [15] 王默,杨冬梅,董洋.完善非在编幼儿教师待遇保障机制的研究[J].中国人民大学教育学刊,2016(6):54-66.

    Google Scholar

  • 加载中
通讯作者: 陈斌, bchen63@163.com
  • 1. 

    沈阳化工大学材料科学与工程学院 沈阳 110142

  1. 本站搜索
  2. 百度学术搜索
  3. 万方数据库搜索
  4. CNKI搜索
Export Citation
PDF
XML

Article Metrics

Article views(1855) PDF downloads(814) Cited by(0)

Access History

Other Articles By Authors

Reflections on Improving the Treatment of Non-public Kindergarten Teachers in Rural Areas and Policy Suggestions

  • Received Date: 21/10/2018

Abstract: At present in China, most teachers in rural kindergartens are funded by private sectors. Rural non-public kindergarten teachers are the leading force of kindergarten teachers in China, and their treatment is directly related to the construction of kindergarten teachers and the improvement of kindergarten education quality. At present, China's rural non-public kindergarten teachers are poorly treated, mainly as follows:low income, a serious lack of social insurance, lack of assessment of professional title, limited on-the-job training and evaluation. The reason for this situation is that the rural non-public kindergarten teachers lack the "identity" at the policy level, and our country has implemented the "two-track system" management system for the kindergarten teachers, and the financial investment of the rural non-public kindergarten teachers is insufficient. In order to improve the treatment of rural non-public kindergarten teachers, the government should raise their income by setting minimum wage standards and improving the wage system, establish a social insurance system and clarify the share of government, kindergartens and individuals, implement the title evaluation system and put them into the unified assessment of professional titles, improve the opportunities for on-the-job training and evaluation to promote their professional quality.

    HTML

Reference (15)

Catalog

    Website Copyright © Journal of Teacher Education

    Address：Journal Press of Southwest University, Beibei District, Chongqing Tel：023-68254478, 68254572 E-mail：jsjyxb2@swu.edu.cn

    Supported by:Beijing Renhe Information Technology Co. Ltd

    /

    DownLoad:  Full-Size Img  PowerPoint
    Return
    Return