An Empirical Study Of The Fairness Of Preschool Education In China’s Urban And Rural Areas

Educational equity has always been the focus of discussion and research in Chinese and foreign academic circles in ancient and modern times.From the thought of Confucius,the sage of the Spring and Autumn Period in China,to the idea of education equality of modern educator Cai Yuanpei,from the ancient Greek sage Plato’s "view of justice" to the modern political philosopher Rawls’ Theory of Justice,and even the various measures to promote the development of educational equity in the 21st century,are all true portrayals of the theoretical development and practical evolution of educational equity in China and the West.The relativity and historical nature of educational equity makes it show different patterns in different historical periods and social development stages.With the development of the times,urbanization has become one of the most important trends and changes in the world in the 21st century.However,with the steady progress of urbanization,the gap between urban and rural areas has widened,and the problem of urban and rural education equity has become prominent.In the report of the 19th National Congress of the Communist Party of China.General Secretary Xi Jinping proposed the rural revitalization strategy for the first time,and giving priority to the development of rural education is one of its priorities.In recent years,the gap between urban and rural education in my country has been reduced,but the gap still exists.Preschool education is a shortcoming of my country’s basic education,and rural preschool education is even a shortcoming among the shortcomings,In 2019,the per capita education expenditure of urban kindergartens reached 12,473.2 yuan,while the per capita education expenditure of rural kindergartens was only 6,203.6 yuan,less than half of the per capita education expenditure of urban kindergartens;In 2020,the qualification rate of rural kindergarten teachers in my country will reach 97.8%,which is 1.6%lower than that in urban areas.Among them,the proportion of teachers with college degree or above is 79.9%,which is 10.5%lower than that in urban areas.Accordingly,based on the current policy requirements of urban-rural integrated development and the severe situation of urban-rural preschool education equity,this paper conducts an empirical analysis on the current situation and influencing factors of urban and rural preschool education equity development in my country,and put forward the countermeasures to narrow the gap between urban and rural preschool education and promote the fairness of urban and rural preschool education.This research is divided into five sections,the first part is the introduction,which mainly introduces the research question,the research significance,the definition of the core concept,the literature review and the theoretical basis of this research;The second part is the research design,which mainly introduces the research ideas and methods of this research;The third part is the construction of the evaluation index system,which focuses on the principle of urban and rural preschool education equity and the urban and rural preschool education equity evaluation index system and its weight calculation based on relevant principles;The fourth part is an empirical analysis,which mainly analyzes the development and differences of urban and rural preschool education equity in 31 provinces,municipalities and autonomous regions in my country from 2015 to 2019,as well as the four major regions of eastern,central,western and northeastern China,based on the evaluation index system of urban and rural preschool education equity,and try to explore its influencing factors;The fifth part,based on the empirical analysis results,puts forward suggestions from three perspectives:giving priority to the development of rural preschool education,expanding the supply of rural preschool education resources,and establishing an integrated development mechanism for urban and rural preschool education.This study found that the equity level of preschool education in urban and rural areas in my country is relatively low,but its development trend was relatively good from 2015 to 2019,showing a continuous growth trend,among which the equity level of preschool education in the central region is relatively low.In terms of the sub-index of urban and rural preschool education equity,my country’s preschool education popularization is relatively good in urban and rural fair development,and preschool education funding is the weakest in urban and rural fair development.Through the exploration of relevant influencing factors,it is found that the gap between urban and rural preschool education financial investment is the impact of preschool education.important factor for equitable development.This study suggests that in the process of promoting the fair development of urban and rural preschool education in my country in the future,we should start from the following aspects:first,starting from the main body of the government,insisting on government leadership,and giving priority to the development of rural preschool education;second,starting from rural preschool education itself,advocating adapting measures to local conditions and expanding the supply of rural preschool education resources;third,starting from the interaction and exchange of urban and rural preschool education,promoting urban and rural areas,and establishing an integrated development mechanism for urban and rural preschool education.