A series of data are gratifying: in the 2006-2008 school year, 53 kindergartens in the whole district passed the evaluation of first-class kindergartens in Shanghai, and the total amount of high-quality preschool resources more than doubled compared with three years ago; Break the situation that the original high-quality resources are concentrated in the Huangpu River and the central city, covering every street and town in the region. At present, the average class size of kindergartens in the whole district is basically controlled within 30, and the average public expenditure per student has increased from 9276 yuan in 2006 to 1 1353 yuan in 2008, with an average annual increase of 10.7%. 94.3% of the full-time teachers have a college degree or above, of which 39. 1% have a bachelor degree or above; We have trained 4 special-grade principals, 4 special-grade teachers 1, 23 academic leaders, 4 backbone teachers 185, and 4 reserve teachers for famous teachers 10 ... A new situation of preschool education with effective expansion of quality resources, balanced distribution, satisfaction of parents and good social reputation has basically taken shape.
Lay a good layout and lay a solid foundation for development
The number of kindergarten children in Pudong New Area is increasing rapidly at the rate of 4000-5000 every year. In view of this situation, the new district government made reasonable planning and early layout in investment and construction, which laid a good foundation for carrying out education security work.
From September 2006 to August 2009, there were 27 public kindergartens in Pudong New Area, with a construction area of 1.25 million square meters, which solved the problem of school-age children entering the park in newly-built communities. At the same time, by recovering the nursery resources that were converted to other uses by the street towns and other departments during the low-ebb period of admission, using financial funds to build three new kindergartens in areas with prominent contradictions in admission, mobilizing social forces to use various resources to start private kindergartens, and simultaneously developing surplus resources and new resources, increasing the number of nursery resources building squares by 5 1 1,000, effectively alleviating the contradiction of insufficient nursery resources in the old city.
In recent years, the financial investment of Pudong New Area Government in preschool education has increased year by year, with an average annual growth rate of 19.6%. From the 2006 school year to the 2008 school year, Pudong New Area invested 240 million yuan in the park's overhaul and equipment purchase, which greatly improved the conditions for running schools. In terms of software construction, in the past three years, the new district has recruited more than 200 outstanding teachers every year; Invest more than 3 million yuan every year to establish a three-level teacher training system of "Garden", "Department" and "District"; Every year, millions of yuan are invested in projects such as "kindergarten curriculum construction" and "early education research for 0-3 years old" to promote connotation development.
Mechanism innovation, supporting connotation construction
Pudong New Area leads kindergartens to strengthen connotation construction through mechanism innovations such as "separation of management from evaluation", "entrusted management" and "financial support".
Dong Fangzhiguang Preschool Education Management Consulting Center and other five professional institutions were entrusted to manage 12 newly-built or weak kindergartens in the suburbs. Among them, five kindergartens have built backbone teachers at different levels in districts, departments and parks, and passed the acceptance of first-class kindergartens in Shanghai. With the help of personalized services and professional support provided by professional institutions, we will expand high-quality preschool education resources and promote the balanced distribution of resources.
In recent years, a series of supporting policies, such as "Implementation Opinions on Government Purchasing Services from Private Kindergartens in the Pre-school Education Stage in Pudong New Area (Trial)" and "Measures for the Administration of Special Government Funds for the Development of Private Education in Pudong New Area", have not only attracted a large number of social forces to run pre-school education in Pudong, but also actively guided them to run high-quality pre-school education with characteristics. A multi-level and diversified pre-school education service framework for Pudong residents has been formed.
Break through barriers and promote high-quality balance
Pudong New Area breaks through institutional barriers, makes full use of existing resources, promotes independent kindergarten education and exchanges and interactions between different school-running subjects, speeds up the process of improving the quality of preschool education, expands the total amount of high-quality resources and improves the quality of education.
After the double merger of Pudong New Area, the hardware conditions of suburban kindergartens are basically balanced, and the uneven connotation development has become an urgent problem to be solved. In this regard, the new district has established a "suburban pairing" exchange and interaction model, and selected excellent teachers from urban kindergartens to teach regularly in suburban kindergartens to realize the "flexible flow" of excellent teachers. In the past three years, 6 urban kindergartens in New District/KLOC-0 have successively established twinning and mutual assistance relations with 50 suburban kindergartens.
As of August, 2009, there are 4 municipal model kindergartens and 3 district model kindergartens 13, which gather the essence of preschool education in the new district. In this regard, the new district has established the position of the model kindergarten as the "leading goose", and the model kindergarten has helped the second-level kindergarten to solve the problems by hand through the interactive modes of "post pairing", "whole-process tracking", "on-site evaluation", "problem discussion" and "individual communication", and has really helped the sister kindergartens to train teachers and improve the level of running the kindergarten.
In addition, public and private kindergartens break the boundaries, change the irrelevant situation in the past, and develop harmoniously in partnership-based pairing and mutual learning. Driven by public kindergartens, private kindergartens began to strengthen connotation construction through teaching and research activities and teacher training, and the quality of teaching guarantee was improved; Under the influence of private kindergartens, public kindergartens began to pay attention to the cost of running schools and improve the efficiency of running schools. Kindergartens with different school-running systems learn from each other's strengths and complement each other's advantages, achieving a "win-win" situation of "two-way" expansion of quality resources.