| Inclusive preschool education refered to the 3-6 years old children with special needs,that represented by disabled children,returned to the ordinary kindergartens to study,play and live with ordinary children,and receive non-segregated preschool education together during the period of preschool education,while obtaining the necessary and appropriate support and services through the cooperation of ordinary teachers,special education teachers and professional teams.Since China proposed the policy called "The outline of the national medium and long term education reform and development plan(2010-2020)"to develop preschool education for disabled children in accordance with local conditions in 2010,and also proposed the one named "The special education promotion plan" to support ordinary kindergartens to create conditions to accept special children in 2014,in order to comprehensively promote inclusive education,inclusive preschool education has stepped into a practical process from vision to goal,and achieved a rapid development in a short period of time.However,the development of inclusive preschool education in China started late,and the working foundation was relatively weak.Although some relevant policies and regulations have been issued to allow children with disabilities to get access to the ordinary kindergartens or the kindergartens that attached to special education schools,children with special needs gain opportunities to receive inclusive preschool education were limited by many practical conditions in the face of the large number of ordinary children’s urgent needs for "access to kindergartens" and "acquisition of preschool education with high quality" had not been effectively met.The difficulties to make a wish that inclusive preschool education become popularized come true cannot be underestimated.At the same time,under the dual requirements of school opportunity expansion and quality improvement,inclusive preschool education was faced with more difficulties in the driving process.As one of the main components of special education and also being as an important part of Socialist education in China,inclusive preschool education can be regarded as a vital measure to educational reformation and change the independent dichotomy between preschool education and special education,so as to promote China’s special education to be in line with the world at the preschool stage.With the rapid development of China’s socialist market economy,social and market forces were rising rapidly,and the demand side of public education was constantly upgrading,the status quo that government played a role as a single subject and the educational system and mechanism with administrative instruction with a single means had been unable to meet the new situation of the development of China’s educational cause.It was the only way to promote inclusive preschool education from management to governance,in response to concerns and appeals that the multiple subjects participate to seek the optimization and upgrading of education supply side.The existing research on inclusive preschool education has not formed a relatively accepted research paradigm,and the research topics were relatively scattered.Most of the researches focued on the necessity,urgency,scientific concept and guarantee principle at macro level,while few specific quantitative and empirical studies arise.Under the governance research paradigm,the governance of inclusive preschool education that based on the collaborative mode of multiple subjects has gradually become a practical development expectation from the concept level.But there were not enough development and guarantee mechanisms to implement the concept of co-governance and co-education.The collaborative governance pattern of inclusive preschool education has not been fully formed yet.There was still a lack of concrete exploration on collaborative governance of inclusive preschool education in the foundation of concreting empirical research and guided by the participation of the whole society.It lacked a profound analysis of the collaborative governance about inclusive preschool education that guided by the joint participation of the whole society due to the insufficient concrete empirical research and concrete exploration.This study focused on the contemporary issues about the modernization of China’s educational governance system and governance capacity,and paid more attention to inclusive preschool education field,and considered the development history and current situation of integrated preschool education governance in China as well as the key coordination issues in the governance process,to introduce collaborative governance into research about inclusive preschool education.And it combined with theories such as inclusive theory,stakeholder theory,collaborative governance theory,embeddedness theory and system theory,while guided by the perspective of structural functionalism.And then used a combination of qualitative and quantitative methods such as theoretical analysis,empirical research and mathematical modeling,to establish the theoretical analysis framework of multi-subject collaborative governance of inclusive preschool education in China.Centering on this framework,this study explored about three questions:"the influencing factors of subject behavior","the influencing path of subject behavior" and "the influencing degree of subject behavior".And it did a systematical investigation about the theory and practice of inclusive preschool education reform in a global range from multidimensional,procedural and vertical vision,to analyze the core value of collaborative governance of inclusive preschool education deeply.The study identified the multiple subjects of collaborative governance of inclusive preschool education and elaborated their role functions and subject behaviors.And based on the game evolution model and simulation analysis,it demonstrated the influencing factors of collaborative behavior of multiple subjects respectively in the collaborative governance of preschool integrated education in China.While following with the specific behavior in the process of collaborative governance of different subjects,based on the comprehension of the "subject-behavior process-results" logic,it identified and judged the relationship between the subject’s behavior and the result of collaborative governance in the collaborative governance process,by taking the synergy effect as an example,and through constructing and verifying the multi-subject collaborative governance model of inclusive preschool education in China,so as to gain different behavioral influence paths.On this basis,the multi-subject system of collaborative governance of inclusive preschool education in China was simulated and analyzed through system dynamics simulation modeling,in order to identify the degree of influence of different subject behaviors on the synergistic effect from collaborative governance.Finally,it put forward some suggestions on promoting mechanism construction and improvement and the corresponding practical paths of multi-subject collaborative governance of inclusive preschool education in China.The main research contents and conclusions were as follows:First of all,the study did the analysis of history about its development of inclusive preschool education.It systematically combed the historical evolution development of inclusive preschool education since China’s reform and opening up,analyzing the changes of policy in China and taking the actual situation of inclusive preschool into consideration and then divided into three stages including the first stage about identification and preliminary exploration from 1978 to 1989;the second stage about establishment from the concept to practice from 1990 to 2013;the third stage about the phase of deepening development and also to develop with quality and quantity simultaneously since 2014.Based on the history review and practice interview,the study explained the realistic dilemma of multi-subject collaborative governance of inclusive preschool education in China,and it was mainly believed that there were some problems such as lack of integration concept from governance subjects,lack of unity of identity of governance goal,slow-paced transformation and transition process of governance subjects,imbalance of power and responsibility of multi-subject governance and weak coordination,as well as lack of discourse power of weak subjects.It was concluded that although all sectors of society had gradually realized that adopting the mono-governance mode by the government as a single subject cannot meet the demands of development of China’s inclusive preschool education,which had the characteristics about multi-orientation,multi-demand and dynamic.Due to the lack of professional knowledge and experience,the government began to seek help from the society and the market,and then carried out a series of interactions and cooperation with other subjects.It became an inevitable trend that complementary advantages and joint promotion through coordinated participation of multiple subjects could work.However,from the practical practice,it can still be clearly seen that the governance of inclusive preschool education in China presented a trend as "diversified but not fully coordinated,and even not coordinated to some degree".Therefore,it was proposed to start with the behaviors of multiple subjects that participating in collaborative governance,to carry out relevant analysis on "the possibility of collaborative implementation","how to achieve collaborative implementation" and "the results of collaborative implementation",and to make progress layer upon layer progressively.And then,it clearly deconstruted the influencing factors and influencing paths of multi-subject behaviors in the collaborative governance of inclusive preschool education in China.Secondly,the study identified multiple subjects and examined the variables that influence about the generation of collaborative behavior.Under the guidance of stakeholder theory,multiple subjects of collaborative governance of preschool integrated education in China were identified according to the classification criteria of important stakeholders.It mainly included four types:the government,kindergartens,social organizations and the public represented by parents and it also analyzed the roles and functions of these four types of subjects and their specific behaviors in the development of inclusive preschool education.The behavioral willingness and strategy choice of the four subjects to participate in the governance of inclusive preschool education through collaborative ways and models were affected by many factors,thus,this study constructed an evolutionary game model of the collaborative governance behavior of the four main subjects related to inclusive preschool integrated education in China,based on the strategic-relational analysis path,and to analyze the stability and evolution process of the final system under different strategy combinations of all parties.According to the analysis results,it can be seen that the willingness of kindergarten,social organizations and parents to participate in the collaborative governance of inclusive preschool education was related to the active promotion by the government to fulfill its leading functions.The strengthening of the government’s main functions and the practice of its responsibilities would guide other subjects to participate initiatively.The willingness of the government,kindergartens,social organizations and parents to participate in the collaborative governance of inclusive preschool education was related to the degree of mutual trust.Therefore,it was necessary to further broaden communication channels between multiple subjects to increase the possibilities to gain more trust.The willingness of multiple governance subjects in inclusive preschool education to participate in collaborative governance was related to their own benefits,which would incentivize and motivate each side to participate and make a difference to some extent,so that it has positive significance to promote the collaborative governance of inclusive preschool education.Complementary resources can provide sufficient and complete guarantee for development through effective integration as well as strict supervision and reasonable rewards and punishments all can promote the emergence of multiple subjects’ respective cooperative behaviors.Thirdly,the study did analysis about correlation judgment between the concrete behavior of multiple subjects and the synergy effect.Based on the identification and functional behavior analysis of multiple subjects in the collaborative governance of inclusive preschool education,and after obtaining the influencing factors of the four main subjects about their choice of synergy strategy respectively,it focused on the implementation of specific behaviors of different subjects during the process of collaborative governance,to identify and judge its influence on the results of collaborative governance,taking the synergy effect as an example.Through the construction of the multi-subject collaborative governance theoretical model of inclusive preschool education,it put forward the hypothesis that "government-kindergarten-social organizationparents subject behavior" comprehensively and interactively affected the collaborative effect of inclusive preschool education governance.And it introduced relational embeddedness and structural embeddedness as intermediary variables into the model from the perspective of embeddedness theory.By using structural equation model verification,the results verified that the government subject behaviors had a positive influence on the embedment of governance relationship,the embedment of governance structure as well as the synergistic effect of inclusive-preschool-education collaborative governance;the kindergarten subject behaviors had a positive influence on the embedment of governance relationship,the embedment of governance structure as well as the synergistic effect of inclusive-preschool-education collaborative governance;the social organization subject behaviors had a positive influence on the embedment of governance relationship and the embedment of governance structure,while it had no positive influence on the synergistic effect of inclusive-preschool-education collaborative governance;the parent subject behaviors had a positive influence on the embedment of governance relationship and the embedment of governance structure,while it had no positive influence on the synergistic effect of inclusive-preschool-education collaborative governance;Relationship embedding and structure embedding,as mediating variables,played a mediating role in the influence of the four subject behaviors on the synergistic effect of inclusive-preschool-education collaborative governance.And both relational embedding and structural embedding had positive effects on the synergistic effect of inclusive-preschool-education collaborative governance respectively.Fourthly,the study did the identification of the degree to which the concrete behavior of multiple subjects influences the synergy effect.Based on the analysis of the specific behavioral-influence paths from multiple subjects on the synergistic effect of inclusive-preschool-education collaborative governance,it considered that the collaborative governance of multiple subjects of inclusive preschool education was a dynamic process,which was in a very complex system.Besides that,the target object of service was preschool children,which had the significant development characteristics.In view of the limitation of path coefficient in quantitative analysis of the degree of influence,as it cannot fully grasp the dynamic changes of the collaborative governance of multiple subjects in preschool integrated education,thus,the study tried to put the relationship between the behavior of the results and path in the system,in the perspective of system pre-school education fusion between multiple subject of collaborative governance system of the performance of their respective subsystem and interaction between different subjects in the system functions and produce synergies.And the system included government subsystem with the government subject as the core;kindergarten subsystem with kindergarten subject as the core;social organization subsystem with social organization subject as the core as well as family subsystem with parents as the core.Different subsystems had different functions,and the actors in the subsystems performed different functions.In the multi-subject system of collaborative governance of inclusive preschool education,the main elements of subjects and their behavior elements interacted and operated cooperatively,to ensure that the whole inclusive-preschool-education system to become a cohesive whole and jointly promote the improvement of synergistic effect of governance.The study gained help of the concept and methods of system dynamics,to set the equation for each variable.The latent interaction relationship and dynamic feedback process between variables at different time points were simulated in a quantitative way,and then it demonstrated the degree of the impact from different subject behaviors on the synergy effects of inclusive-preschool-education collaborative governance.The evolution of behavioral elements of each subject can improve the synergy effects,among which the main subject behavioral-evolution simulation in the government subsystem brought the biggest improvement of the synergistic effect during the process of inclusive-preschool-education collaborative governance.Meanwhile,it also showed that the evolution of the multi-subject system of collaborative governance of inclusive-preschool-education was a process of dynamic development and change,and on the whole,the evolution trend of it presented evolution law as the curve of germination,growth and maturity.Finally,based on the conclusions of theoretical and empirical analysis and combined with specific national conditions and relevant requirements of national education governance in china,the study put forward exploratory suggestions on specific paths from corresponding four aspects with scientific and practical point of view,including "Improving the government-led pooling mechanism","Deepening the concept identification mechanism of multiple subjects","Strengthening the interactive mechanism among diverse subjects",and "Improving the multi-subject collaborative governance guarantee mechanism".And then,the study also summarized the deficiencies and shortages in data collection,subject scope consideration,survey area and data scale,and promotion mechanism design were summarized,which leading to propose some follow-up researches for further expansion,lying in the following aspects:to expand the scope of subjects to do the multi-subject relationship discussion,to do case studies and comparative studies that focusing on region or region,and to do empirical tests of promotion mechanism and paths. |
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