Research On Policy Guarantee Mechanism Of Rural Preschool Teachers’ Post-training

Since the reform and opening-up, our country’s preschool education career has taken quite great development. It has benefited greatly from the preschool teachers’ continuous development and improvement. The government pay more and more attention to the teaching staff construction. For more than 30 years, A succession of relevant policies have been introduced to amend teacher shortage conditions. At present, the shortage of rural preschool teachers has been hit the hardest. Besides, the rural preschool teachers’ overall quality is relatively low in China. For such a reality, the rural preschool teachers’ post-training policy has emerged at the historic moment. The research take the rural preschool teachers’ post-training policy polic guarantee mechanism as the research object. And based on the collection and analysis of massive policy texts of our country since 1978, as well as Lingchuan Country in Guangxi province in recent three years. With deeply analyzing the intension, characteristics and requirements of policy guarantee mechanism of rural preschool teachers’post-training, and doing in-depth investigation in Lingchuan Country, the writer thoroughly excavating the existing problems and causes. Then put forward valuable suggestions and valuable references for the establishing of policy guarantee mechanism of rural preschool teachers’post-training. At last, the writer looking forward to education department, training management institution and rural preschool teachers to perform their duties, forming a good circulatory interactive mechanism.The main research methods of this research are documentation method, historical method, questionnaire and interview method. Multidisciplinary approach has been used in this research such as history of education, teacher education, educational policy science, educational statistics, educational administration and so on. The research completely understanding and grasp the policy guarantee mechanism of rural preschool teachers’post-training status quo, and take a thorough investigation in Lingchuan Country.The research consists of five parts:The first part is the introduction. It explains the causes of the selection of the subject, describes the present academic research, expounds the research purposes and significance and presents the research methods of this research. In the end the writer defines the core concept.In the second part, the writer grasps the historical route of preschool teachers’ post-training policy by combing relevant policy tests. From the perspective of history, the writer divided the historical period of preschool teachers’post-training policy into four stages:recovery phase (1977-1984), preliminary reform phase(1985-1992), deepening reform phase(1993-2002) and education balanced development phase(since 2003).Then analyses the main characteristic of each phase. In the meantime, the research summarizes and analyzes preschool teachers’post-training policy in Guangxi province in rescent three years.The third part is the significance, characteristics and requirement of policy guarantee mechanism of rural preschool teachers’post-training. It mainly explaining the significance of the research from scientific policy-making, normalized policy implementation and the subjectification of policy enjoyment, as well as the proper running policy guarantee mechanismof rural preschool teachers’ post-training policy. Then making a deep exposition of connotation, three essential characteristics: comprehensiveness, coherence and efficiency. At last the writer raising the requirement of policy guarantee mechanism of rural preschool teachers’post-training, including education department, training management institution, rural preschool teachers and the whole policy guarantee mechanism of rural preschool teachers’post-training.The fourth part is the investigation of existing situation of policy guarantee mechanism of rural preschool teachers’ post-training in Lingchuan Country. Firstly, the writer shows the sample selection, the research design and the procedures. Then, using SPSS 13.0 data statistical software to process the data, drew a series of data results. Based on the analysis of the results, grasp the situation of the rural preschool teachers and their understanding of the post-training policy. So as to sum up the positive aspects and existing problems of education department, training management institution and rural preschool teachers. At last, analyzing the reason of the existing problems of policy guarantee mechanism of rural preschool teachers’ post-training.The fifth part are suggestions for the perfection of policy guarantee mechanism of rural preschool teachers’ post-training. Contraposing the situation of the fourth part, the writer gives specific comments and suggestions which penetrate into all links from education department, training management institution and rural preschool teachers. In the end, the writer puts forward idea of taking education department, training management institution and rural preschool teachers as a trinity, and creating a good circulatory interactive policy guarantee mechanism of rural preschool teachers’ post-training.