Research On The Realization Of Public Benifit Of Preschool Education

Since the promulgation and implementation of the program for national education reform and development(2010-2020),the governments at all levels have attached great importance to preschool education,and have invested a great deal of human,financial and material resources to alleviate the problems of "difficulty in entering the garden" and "entering the garden" to a great extent.However,preschool education,which is the basis of basic education,is still the weakest link in our educational system.Its development is still facing a series of problems to be solved.For example,there are still nearly 1/4 of the children in our country who are still unable to obtain preschool education,and there are a large proportion of the rural areas and cities after the midwestern tribes.The problem of poor children and migrant children's access to high-quality low-price kindergartens is more difficult.The above problem is rooted in the fact that the public welfare of preschool education has not been fully demonstrated.Based on the theory of preschool education product attributes,the public interest political theory in communitarianism and the new public management theory,this study selected the relevant countries of the United States,Finland and India to make international comparisons and drew their successful experience in the promotion of pre school education for public benefit,and to select Guangdong,Zhejiang and Zhejiang in reference to the relevant factors.The representative cities and counties of six provinces in Hunan,Sichuan,Guizhou and Yunnan were used as analysis samples,and in-depth and extensive research was conducted by qualitative and quantitative research.From March 2016 to January 2018,212 interviews were interviewed,and three sets of questionnaires were compiled for pre school education administrators,kindergarten heads and parents.960 questionnaires were issued and 832 questionnaires were collected.Factor analysis is used to analyze variables related to the realization of public welfare in preschool education by means of statistical analysis tools such as factor analysis.The following conclusions are drawn by factor analysis:1.The funding of pre school education is of vital importance to the promotion of public welfare,but it is not the only measure.The investment and distribution of funds are very important to the promotion of public welfare in preschool education.2.The government is not only the main realization of preschool education,the government's main responsibility is to reveal all the details,to ensure a fair starting point.3.The cognition level and degree of public interest value of preschool education in charge of local education administrative department have great influence on the realization of public welfare.4.The satisfaction degree of children's parents is an important index to evaluate whether the public welfare of preschool education is realized or not.5.The difficulty of realizing the public benefit of preschool education: the opportunities and rights of the equal access to urban migrant workers' children are not fully guaranteed.6.Because of many factors,the way to realize the public benefit of preschool education is neither single nor static.According to the above analysis,we further combine the economic development level of the next ten years,the situation of population fertility,the number of floating population in cities and towns,the difference of national income and so on.The implementation strategies and typical cases for reference are put forward according to different levels of achievement goals.Finally,in the conclusion and prospect part of this research,the researcher rethought about it,pointed out the shortcomings of the whole research process,and made the prospect analysis of the follow-up research in view of the shortcomings.