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对我国教育部公开发行的《中国教育统计年鉴(1987-2010)》中的学前教育指标和“全国学前教育管理信息系统”中的学前教育指标进行文本分析,可以看出:我国学前教育指标体系经历了20多年的发展,从教育指标体系中的学前教育指标发展为独立的学前教育指标体系的雏形,体现出如下特点:一是结构和内容逐步完善,初步反映了我国学前教育事业发展状况;二是呈现时代性,体现了各时期我国学前教育事业的改革与发展;三是功能逐步多元化,对我国学前教育发展进行评价监测和政策决策。
According to the text analysis of pre-school education indicators in the China Education Statistical Yearbook (1987-2010) and pre-school education indicators in the National Pre-school Management Information System issued by the Ministry of Education, we can see that pre-school education The indicator system has undergone more than 20 years of development. From the pre-school education indicator in the education indicator system to the embryonic form of the independent preschool education indicator system, the indicator system shows the following characteristics: First, the structure and content are gradually improved, which basically reflects the development of pre-school education in our country The second is the emergence of the times, which reflects the reform and development of the preschool education in our country in each period. The third is the gradual diversification of functions to evaluate, monitor and make policy decisions on the development of preschool education in our country.