Research On The Development Level Monitoring Of Public Service Of Universal Benefit Preschool Education In China

It has become a development trend and global issue in the world's education reform to enhance the government's public service capacity,promote the universal benefit,public welfare,safe and high quality of public service of preschool education.It is the reform goal of Chinese preschool education system and the key point of the development of preschool education to vigorously develop the public service of universal benefit preschool education.However,what is the development level of public service of universal benefit preschool education in China at present? What are the problems and influence factors in the process of the development of public service of universal benefit preschool education? To answer this problems,research integrated use of literature study method,interview method,questionnaire method,comparative research method,statistical analysis method,and follows the research idea of defining core concept-determining value orientation-compiling monitoring index-developing monitoring scale-implementing monitoring.Firstly,the public service of universal benefit preschool education refers to the quasi basic public service of preschool education for all 3-6 years old children,which is based on the concept of publicness,public welfare and fairness,led by the government,participated by multiple subjects such as the market and society,and is not for the purpose of making profits,reasonably charged,kindergarten standardized.By sorting out the evolution and trend of value orientation of Chinese and Western public service monitoring,and combining with the background of socialism with Chinese characteristics,research selected the people-centered as the value orientation of monitoring in this study.By referring to the multidisciplinary theory and the classical mature public service monitoring model,this study constructed a theoretical monitoring model covering the functions,links and value objectives of public service for universal benefit preschool education.Publicness is the basic value of the public service of universal benefit preschool education.In terms of function,public service of universal benefit preschool education mainly points to the realization of macroscopic regional public interests and microcosmic individual satisfaction.In terms of links,it includes input-distribution-output – result.In terms of value goals,and it should realize service adequacy,service balance,public welfare services and service satisfaction.On this basis,the researcher developed the monitoring indicators system and revised them by using three rounds of Delphi expert interviews.Secondly,based on constructing the monitoring indicator system of public service universal benefit preschool education,the researcher compiled recognition scale to monitoring its macroscopic development level,and used satisfaction scale to monitoring its micro development level.After a small and large sample measured,classical measurement theory and item response theory were used for item analysis,exploratory factor analysis,confirmatory factor analysis and graded response model to test the reliability,validity,difficulty and differentiation of scales.Scientific and feasible monitoring scale and monitoring indicator system are obtained,which has been adjusted through empirical test.Finally,the two-stage stratified cluster sampling method was adopted to select Qingdao in Shandong Province,Shangrao in Jiangxi Province,and Guizhou in Guizhou Province as sample city to monitor the development level of public service for universal benefit preschool education in China.The development level of public service for universal benefit preschool education in China was evaluated subjectively by 75 educational administrators,994 kindergarten principals and teachers,and 4,155 parents,and obtained objective performance by using objective education statistics in 2019.Through the potential section analysis,variance analysis and multiple regression analysis,the development status,development differences and influencing factors of public service for universal benefit preschool education in China are understood.The research findings are as follows:(1)The development level of public service for universal benefit preschool education is relatively high but have big differences,the score of macro development index,micro development index and the comprehensive development index score were 87.19,77.94 and 84.68,macro development index was higher than micro development index,subjective evaluation was higher than objective performance.(2)The adequacy of resource input of public service for universal benefit preschool education needs to be improved.There are significant inter-provincial and urban-rural imbalances in the development of public service for universal benefit preschool education in China.(3)The satisfaction level of parents' public service of universal benefit preschool education in China is average,and the satisfaction level of government responsibility needs to be strengthened.(4)There are conflicts between service providers and recipients in the evaluation of affordable fees,equal access to kindergarten and time matching,but they all agree that it is still difficult to get into the kindergarten and the kindergarten is expensive,the education subsidies is too low,and the kindergarten quality is high.(5)Kindergarten teachers' recognition of public service of universal benefit for preschool education can be divided into low,medium and high recognition groups.Parents' satisfaction of public service of public service of universal benefit for preschool education can be divided into low,medium and high satisfaction groups.Male teachers and parents from Shandong,county,demonstration park have higher recognition and satisfaction.(6)The influencing factors of public service of universal benefit for preschool education in China are multilevel and complex.There are significant differences in the recognition degree of public service of universal benefit preschool education between kindergarten teachers in age,teaching age,position,first degree and establishment,the grade of the kindergarten.There are significant differences in the satisfaction degree of public service of universal benefit preschool education in parents gender,age,household type,annual family income,cultural degree,the property and the grade of the kindergarten where the children in.Multiple regression analysis shows that regional,urban and rural,the grade of the kindergarten,individual position,establishment,household type are the key factors affecting the recognition and satisfaction of public service of universal benefit preschool education.Based on monitoring practices,this study put forward suggestions to improve the development level of public service of universal benefit preschool education by focusing on the publicizes,government dominance,the effectiveness of supply and distribution,and compensatory nature of the weak.To sum up,this research clarify the connotation and monitoring value orientation of public service of universal benefit preschool education,build the monitoring model,monitoring index system and scale,analyzed the development present situation and influence factors of public service of universal benefit preschool education in China,and put forward the suggestions.This research provides theoretical basis and empirical support for the development and monitoring of public services of universal benefit preschool education,and also provides experience for the development of relevant research.