多元化的學(xué)前教育

Nowadays， preschool education has raised widespread concern worldwide. Large numbers of developed countries are taking active measures to give priority to the development of preschool education. Since the reform and opening up， early childhood education in China has made rapid progress and improvement along with the development of basic education in both quantity and quality of teaching and management， which reflects the characteristics and importance of elementary education and also lays foundation for the development of primary school.

當(dāng)今，學(xué)前教育在世界范圍內(nèi)都受到普遍的關(guān)注。許多發(fā)達(dá)國家積極采取措施，優(yōu)先發(fā)展學(xué)前教育。改革開放以來，中國幼兒教育事業(yè)隨著基礎(chǔ)教育的發(fā)展，無論在數(shù)量和教學(xué)質(zhì)量及管理方面，都有快速的發(fā)展和提高，體現(xiàn)了啟蒙教育的特點和重要性，也為小學(xué)的發(fā)展奠定了基礎(chǔ)。

Preschool education is a kind of education through which to develop preschoolers’ intelligence and make them smarte by parents and kindergarten teachers. They make various stimuli on the brains of the preschoolers in a systematic， planned and scientific manner with a variety of methods and physical objects so as to progressively improve functions of each part of the brain. Preschool education is an integral component of education. Broadly defined， preschool education refers to all of the activities that have impacts on physical and mental development of preschoolers， which come from various aspects of communities， schools， families. Preschool education in a narrow sense means education carried out by special preschool education institutions， namely nurseries and kindergartens.

Both research and facts show that pre 6-year-old is a stage for human to basically form prototypes of behaviors， habits， emotions， attitudes and personality， and also serves as an important period for children to develop good social behaviors and personality traits such as politeness， friendliness， assistance， sharing， humility， cooperation， sense of responsibility， generosity， liveliness and cheerfulness. What’s more， development situation of children during this period have sustained impacts， which influences and determines the development direction， character and level of children's sociality and individual personality in the future. Meanwhile， the favorable traits of social and individual personality formed during their preschool period are conducive to their actively and successfully adapting to the environment and social life， thus contributing to their health and talents. In 1988， in a gathering of 75 Nobel laureates， they were asked by the reporter： which universities or laboratories taught you the most important thing you considered. A white-haired scholar replied after a moment of deep thought： \"Kindergarten.\" And he said he learned the most important thing in his kindergarten…It can be seen that preschool education delivers a huge impact on a person's life.

學(xué)前教育是由家長及幼師利用各種方法、實物為開發(fā)學(xué)前兒童的智力，使他們更加聰明，有系統(tǒng)、有計劃而且科學(xué)地對他們的大腦進(jìn)行各種刺激，使大腦各部位的功能逐漸完善而進(jìn)行的教育。學(xué)前教育是教育的組成部分。廣義的學(xué)前教育是指所有對學(xué)齡前兒童身心發(fā)展有影響的活動，它來自社會、學(xué)校、家庭各個方面。狹義的學(xué)前教育是指專門的學(xué)前教育機(jī)構(gòu)所實施的教育，即托兒所、幼兒園的教育。

研究和事實均表明，6歲前是人的行為習(xí)慣、情感、態(tài)度、性格雛形等基本形成的時期，是兒童養(yǎng)成禮貌、友愛、幫助、分享、謙讓、合作、責(zé)任感、慷慨大方、活潑開朗等良好社會行為和人格品質(zhì)的重要時期；并且，這一時期兒童的發(fā)展?fàn)顩r具有持續(xù)性影響，其影響并決定著兒童日后社會性、人格的發(fā)展方向、性質(zhì)和水平；同時，兒童在學(xué)前期形成的良好的社會性、人格品質(zhì)有助于兒童積極地適應(yīng)環(huán)境，順利地適應(yīng)社會生活，從而有助于他們的健康成長、成才。1988年，當(dāng)75名諾貝爾獎獲得者聚集一堂時，記者問獲獎?wù)撸耗谀乃髮W(xué)、哪個實驗室學(xué)到了您認(rèn)為最重要的東西時，一位白發(fā)蒼蒼的學(xué)者沉思片刻回答道：“在幼兒園。”并說自己在幼兒園學(xué)到了最重要的東西……可見學(xué)前教育對一個人的一生影響是巨大的。

Currently， as for the status quo of pre-school education in China， there’re mainly two arguments. One is that real education on children starts from primary school； before that children are just required to eat， sleep and entertain themselves well and keep healthy； they maintain that children don’t know how to behave themselves properly and therefore there’s no need to take so much pains to teach them and they’ll naturally do better as they grow older. The other one is treating preschoolers as primary students， imposing them curriculums of primary schools， such as piano， calligraphy， fine arts and computer science without taking into account of physical and psychological characteristics of the children. Both circumstances are undesirable and erroneous. The children learn how to speak， walk and behave themselves well； know all kinds of things， understand many reasons and acquire a lot of skills through continuous learning prior to 5-6 years old. The period is characterized by particularly strong thirst for knowledge， extremely good learning capability and particularly deep impression on the part of children. During this stage， their character， personality， habits， and hobbies are gradually built. It’s also in this time of period that they’re most likely to accept a broad range of ideas and concepts and take seriously what parents and teachers say. Therefore， it’s important and essential to carry out scientific education on children. While inappropriate educational methods are more harmful and psychological and physiological damage will affect their whole life. In general， after three years of development since birth， it goes to infancy and then to pre-school age （from 3 to 6 years old）， a so-called stage of early education which is also an important period of human physical and mental development.

American psychologist Bloom holds that if the level reached at 17 years old is counted as one's full intelligence development， then 50% of it has been acquired when one is 4 years old and gotten another 30% between 4 and 8 years old and 20% more is gained from 8 to 17 years old. It can be inferred that the period before 5 years old is the one of the most rapid development of intelligence and also the prime time to develop early-stage intelligence. Provided that early education is done well during this period， it will be crucial for developing children’s early intelligence. A great many parents highly value preschool education of their children. However， since most of children today are the only ones with a strong sense of self-awareness， lack of care for others and know little about how to share. Thus， parents should actively guide them to learn to care for and share with others， and be willing to do so. In this aspect， Chinese parents still have more misunderstanding for the children's preschool education than Western parents. Next we take a look at what western pre-school education is like and what its characteristics are？

目前，中國的學(xué)前教育現(xiàn)狀是：真正教育兒童是上小學(xué)以后的事，小學(xué)以前只是讓孩子吃好、睡好、玩好、身體好就可以了，孩子現(xiàn)在還不懂事，不必費那么多心思去教他，樹大自然直。還有一種觀點就是幼兒教育小學(xué)化，讓小孩子學(xué)小學(xué)課程、學(xué)鋼琴、學(xué)書法、學(xué)美術(shù)、學(xué)電腦等等，而不顧幼兒的生理和心理特點，強(qiáng)行施教。這些都是不可取的、錯誤的。幼兒在5-6歲前通過不斷的學(xué)習(xí)，學(xué)會了說話、走路；認(rèn)識了各種事物；懂得了各種道理；還學(xué)會了不少技能。幼兒在這段時期，求知欲特別強(qiáng)，學(xué)習(xí)能力也特別好，而且印象特別深。在這段時期里，品德、性格、習(xí)慣、愛好在逐漸形成，是最容易接受各種思想觀念的時候，家長老師說什么就是什么。所以對幼兒實施科學(xué)的教育非常重要，也非常必要。而不恰當(dāng)?shù)慕逃椒▌t更容易對孩子的心理和生理造成傷害，這將影響他的一生。一般來說，孩子出生后經(jīng)過三年的發(fā)育，進(jìn)入幼兒時期，從3歲到6歲是學(xué)齡前期，也就是人們常說的早期教育階段，這是人的身心發(fā)展的重要時期。

美國心理學(xué)家布魯姆認(rèn)為一個人的智力發(fā)展如果把他本人17歲達(dá)到的水平算作100%，那么4歲時就達(dá)到了50%。4-8歲增加了30%，8-17歲又獲得了20%?？梢娪變涸?歲以前是智力發(fā)展最迅速的時期，也是進(jìn)行早期智力開發(fā)的最佳時期，如果在這個時期所實施的早期教育良好，將是孩子早期智力發(fā)展的關(guān)鍵。對于幼兒的學(xué)前教育，很多家長都非常重視，但是由于現(xiàn)在的孩子很多都是獨生子女，自我意識很強(qiáng)，缺乏對他人的關(guān)心，不懂得分享，因此，作為家長，應(yīng)學(xué)會積極引導(dǎo)孩子學(xué)會關(guān)心他人、學(xué)會分享、樂于分享。針對此和西方家長相比，中國的家長對于孩子的學(xué)前教育還存在很多的誤區(qū)。西方的學(xué)前教育是怎樣？又具有什么特點？

Close interconnection between preschool education and compulsory education

幼兒教育與義務(wù)教育緊密相連

The United States conducts compulsory education on children and teenagers aged 6-18 years old， but in the majority of states， five-year-old entrants can have access to the kindergarten （classes） affiliated with primary schools free of charge， that is， compulsory education in these states actually include one year of pre-school education and the length of schooling of common schools there usually commences from kindergarten. American elementary schools， whether public or private， are all equipped with kindergartens （classes）. Kindergartens （classes） are naturally under the leadership of the schools， and its personnel， funding， faculties and facilities are also under their unified management. It is understood that more than 90% of 5-year-old children enter those kindergartens. This is advantageous to strengthen convergence between kindergartens and primary schools and make preparation for children’s going to primary schools. Now China is gradually expanding the building of kindergartens and developing the incentives and subsidy policies. Efforts are also made to run private kindergartens and enlarge preschool education resources through multi-channels and multi-forms like encouraging public participation.

美國對6-18歲兒童和青少年實行義務(wù)教育，但大部分州的5歲幼兒進(jìn)入小學(xué)附設(shè)的幼兒園（班）是免費的，也就是說，這些州的義務(wù)教育實際上包括了學(xué)前一年，在那里，一般學(xué)校的學(xué)制是從幼兒園算起的。美國的小學(xué)，無論公立還是私立，均設(shè)有幼兒園（班）。幼兒園（班）順理成章地由學(xué)校領(lǐng)導(dǎo)，其人事、經(jīng)費、師資、設(shè)備等也均由學(xué)校統(tǒng)一管理。據(jù)了解，美國約有90%以上的5歲幼兒進(jìn)入了這樣的幼兒園。這對加強(qiáng)幼、小銜接，為兒童入小學(xué)作好準(zhǔn)備是有利的?，F(xiàn)在中國也在逐步擴(kuò)大幼兒園建設(shè)數(shù)量，并制定獎勵補助政策。鼓勵社會參與、多渠道多形式舉辦非公有制幼兒園，擴(kuò)大學(xué)前教育資源。

Operating kindergartens with multi-channels， multi-forms and at various levels

多渠道、多形式、

多層次地舉辦托幼機(jī)構(gòu)

In light of channels， American kindergarten operating organizations range from government agencies， schools， research institutions， military， hospitals， religious charities， businesses and individuals. In forms， there are full-time or half-day kindergartens， nurseries， day care centers and preschools； there’re also child care stations with timing system or with functions of counseling or games； besides， there are also some children’s art schools focusing on art training. Seen from the proportion between educational factors and nursing factors， the former weighs more than the latter. Generally speaking， the kindergartens combining two factors are dominated. One direct benefit of diversified American kindergartens is the strong selection of parents. To make parents’ selection more targeted， some kindergartens have established consulting service agencies； local government bodies of some of the states have also designated counseling staff for children work to provide counseling for parents and nursery operators and groups. In addition， from the perspective of national investment， running kindergartens by diverse means enables the country to make focused investments in kindergarten running and gain significant benefits. This is because there’re only two parts （merely sources of funding） under the government control： infant classes in primary schools as well as various kindergartens where children from poor families can enjoy equal preschool educational opportunities. Since the entry of the new century， the issue of children left behind in rural China has aroused great concern from both the government and society. Given the impacts imposed on the left-behind children in family education， school education and personality development， preschool education has been given unprecedented attention since this year， which has become a strategic point to implement the spirit of National Education Conference and the National Plan on Long-and-medium Education Reform and Development （2010-2020） （hereinafter referred as the Plan. Smooth implementation of the preschool education is indispensible to fairness of preschool education， which is like educational fairness that includes three aspects， namely， fair opportunities， fair process and fair results. We should make more children enjoy pre-school education opportunity and treatment！

從渠道看，美國辦園單位有政府機(jī)關(guān)、學(xué)校、科研機(jī)構(gòu)、軍隊、醫(yī)院、宗教慈善團(tuán)體、企業(yè)和私人。從形式看，有全日制或半日制的幼兒園、托兒所、日托中心、保育學(xué)校；也有計時制或咨詢游戲性質(zhì)的托兒站；還有一些以藝術(shù)訓(xùn)練為主的幼兒藝術(shù)學(xué)校。從教育因素與保育因素的比重關(guān)系看，幼兒園的教育因素就多些。一般來說，兩者兼有的混合性質(zhì)的園所較多。美國托幼機(jī)構(gòu)這種多樣化的特點帶來的直接好處是，家長的選擇性強(qiáng)。為使家長的選擇更有針對性，一些托幼機(jī)構(gòu)設(shè)立了咨詢服務(wù)性質(zhì)的組織，一些州的地方政府機(jī)構(gòu)中也設(shè)立了兒童咨詢?nèi)藛T，為家長和舉辦托幼機(jī)構(gòu)的單位、團(tuán)體提供咨詢。此外，從國家投資的角度看，多樣化的辦園使國家辦園投資重點突出，效益顯著。因為純屬政府管的（僅指經(jīng)費來源）只有兩部分：小學(xué)幼兒班和貧困家庭兒童享受機(jī)會均等的早期教育各種園所。進(jìn)入新世紀(jì)以來，中國農(nóng)村留守兒童問題引起了政府和社會的高度關(guān)注，以及留守兒童在家庭教育、學(xué)校教育和個性發(fā)展方面受到的影響，今年以來，中國學(xué)前教育受到了空前重視，成為貫徹落實全國教育工作會議精神和《國家中長期教育改革和發(fā)展規(guī)劃綱要（2010—2020年）》（以下簡稱《規(guī)劃綱要》的戰(zhàn)略要點。學(xué)前教育的順利實施，離不開學(xué)前教育公平。學(xué)前教育公平同教育公平一樣，包括機(jī)會的公平、過程的公平和結(jié)果的公平三個方面。要讓更多的孩子能享受到平等的學(xué)前教育機(jī)會和待遇。

Non-unified educational curricula， textbooks and standards

無統(tǒng)一的教育大綱、教材和標(biāo)準(zhǔn)

Regulations on early childhood education formulated by states also vary. Kindergartens are free to choose materials and participate in assessing organizations. State Departments of Education only lays down uniform standards on eligibility of preschool teachers in service； this is the only administrative provisions in preschool management. It remarkably differs from China. In China textbooks are uniform， which is difficult to keep pace with local conditions and times； it also lacks of flexibility. Thus， American practices are worth learning.

各州制定的幼兒教育的法規(guī)也不相同。園（所）有選擇教材、選擇參加評估組織的自由。各州教育廳只對任教的幼兒教師的資格規(guī)定統(tǒng)一標(biāo)準(zhǔn)，這是幼教管理上的唯一行政規(guī)定。這一點中國存在著很大的差異，中國的教材都是統(tǒng)一的，不宜因時因地制宜，而且缺乏靈活機(jī)動性，美國的做法值得借鑒和學(xué)習(xí)。

Intense socially competitive psychology penetrating in purposes of operating kindergartens

社會強(qiáng)烈的競爭心理滲透辦園宗旨

A strong consciousness of making the kindergarten among the best ones in the region keeps founders persisting in characteristics. Kindergarten founders believe that loss of characteristics signifies disadvantage in getting close to the \"best\". Therefore， the founders often pursue the principle of avoiding over-reliance and blind imitation and non-compromise and maximize operating publicity to the maximum possible extent. In the United States， assessment on kindergartens gives priority to whether their characteristics are available and whether they are welcome with parents and communities. Only by adhering to characteristics in kindergarten running can the founders attract parents and stand out in the competition. If making a general survey of kindergartens’ introduction to their running concept， we can find they differ a great deal. Some are vague and general， such as \"People-oriented and self-learning\"； some are like ads， like \"Do not lose at the starting line，\" \"Training little genius\"； and some just copy from others， without their own characteristics， like \"All for the children. \" So how to establish the running concept on earth？ Currently there’re still quantities of small-scale private kindergartens which simply pander to utilitarian demands of parents， for instance conducting early childhood education oriented to primary school students， in order to stay in existence. This seriously violates basic development orientation of kindergartens as educational institutions and loses typical stance of education， which is worthy of our deep reflection and introspection！

Teachers serve as the most significant force in preschool education； they’re also the most important and direct creators of qualified early childhood education. At present， building kindergarten faculties in China are facing with many problems. This can find full expression in the following： low overall quality of teachers， badly-structured teams of teachers， a poor sense of professional identity and belonging， low ambition， instability and high liquidity. All of these will affect the development and expansion of pre-school education.

要使本園成為本地區(qū)最好的園（所），這種強(qiáng)烈意識使園所創(chuàng)辦者堅持特色。創(chuàng)辦者都認(rèn)為，失去了特色，就失去了獲得“最佳”的優(yōu)勢。所以，園所創(chuàng)辦人常常奉行不依附、不妥協(xié)、不隨便模仿的原則，在最大范圍內(nèi)盡可能地宣傳本園的辦園宗旨。在美國，對園所評估的重點是看其是否具有特色，是否受到家長和社區(qū)的歡迎。只有堅持辦園有特色，才能吸引家長，才能在競爭中取勝?？v觀中國許多園（所）對自身辦園理念的介紹，可以發(fā)現(xiàn)有的大而空泛，如“以人為本，自主學(xué)習(xí)”；有的則如同廣告，如“不要輸在起跑線上”“培養(yǎng)小天才”；有的存在雷同，沒有自己的特點，如“一切為了孩子”。那么究竟應(yīng)如何確立辦園理念呢？當(dāng)前仍大量存在的民辦小規(guī)模幼兒園為維持自身生存而一味迎合家長的功利化要求，實施具有小學(xué)化傾向的幼兒教育，這嚴(yán)重違背了幼兒園作為教育機(jī)構(gòu)的基本發(fā)展定位，喪失了教育的基本立場，是值得深刻反思與反省的！

學(xué)前教育中最重要的基本力量是教師，教師也是做好高質(zhì)量幼兒教育事業(yè)最主要、最直接的創(chuàng)造者。當(dāng)前，中國幼兒園教師隊伍建設(shè)存在著諸多問題，教師隊伍的總體素質(zhì)不高，教師隊伍結(jié)構(gòu)不合理，教師隊伍的職業(yè)認(rèn)同感、歸宿感差，事業(yè)心不強(qiáng)。教師隊伍不穩(wěn)定，流動性強(qiáng)。這些都影響學(xué)前教育的發(fā)展和壯大。

In this regard， by sorting out teacher training systems of preschool education in major developed nations and by making comparison with situations in China， it reveals that the developed countries have built up an open， well-layered and multi-disciplined preschool teacher training system featuring with specific， practical and rigorous teacher qualification certification. Due to higher professional level， kindergarten teachers are in good quality of absorption， selection and re-creation of educational theory， educational programs and teaching organizing. Taking their kindergartens as bases， the vast majority of them work on their master and doctoral thesis， which not only improves their academic level， but enriches characteristics of the kindergartens. While research institutions view kindergartens as their practice bases for innovation and theory development. By drawing on rich foreign experience， such training system has offered lots of enlightenment and reference for Chinese preschool teacher training.

In the period of social transition today， China also presents many new features in its preschool education. It must strive to enhance the quality of preschool teacher training so as to cope with an array of new trends like diverse preschool education services， integration of kindergartens and nurseries and diversification of the running system.

對此，通過對主要發(fā)達(dá)國家學(xué)前教育師資培養(yǎng)體系的梳理及與中國情況的比較，可以看出發(fā)達(dá)國家已建立起具有開放、多系科、層次分明，以及具體實用而嚴(yán)格的教師資格認(rèn)證等特征的學(xué)前教育師資培養(yǎng)體系。幼兒教師專業(yè)水平較高，他們在吸收、選擇、再創(chuàng)造教育理論、教育方案和組織教學(xué)方面具有良好的素質(zhì)。這些教師絕大多數(shù)都以本園所為基地，撰寫碩士、博士論文，這既提高了教師的學(xué)術(shù)水平，也豐富了園（所）特色?？蒲袡C(jī)構(gòu)則以園（所）為實踐基地，不斷創(chuàng)新、發(fā)展理論。借鑒外國的豐富經(jīng)驗，這一培養(yǎng)體系對中國學(xué)前教育師資培養(yǎng)很有啟發(fā)和借鑒作用。

當(dāng)今社會轉(zhuǎn)型時期的學(xué)前教育也呈現(xiàn)出許多新特點，中國必須努力提高學(xué)前教育師資培養(yǎng)的質(zhì)量，以應(yīng)對學(xué)前教育服務(wù)多樣化、托幼一體化及辦園體制多元化等新趨勢。

Parents play a vital role in the work of preschool education. Good efforts of parents can halve preschool work in kindergartens with double yields. So how should we do to parallel family education and kindergarten education so that parents’ work and preschool endeavors can complement each other？ However， some Chinese parents maintain that education is only the business of kindergartens， and what they need to do is to take care of children’s food， clothing and shelter； there’re also other parents holding they are not good enough in cultural quality to understand education ... In actuality， families and kindergartens act as two major environments influencing childhood development. Kindergarten education and family education are integrated as a whole. Both should be closely coordinated rather than separate from each other. Only in this way can excellent educational results be attained. As a famous Chinese educator Mr. Chen Heqin points out， early childhood education is a complex matter， neither the family nor the kindergarten can make it alone； only combined efforts can deliver full performance.

However， in the United States， parents are subjects to support characteristics of kindergartens. The Parents’ Committee of the kindergartens gets involved in consultations， discussions and decision-making concerning major issues of the kindergartens， conveys promptly other propositions and important information of the communities to the kindergartens， voluntarily assists the kindergartens in various activities and provides material help. Interests of parents and kindergartens are consistent with each other. The purposes pursued by the kindergartens also represent parents’ aspiration and reflect their interests. This also deserves pondering and learning on the part of parents.

學(xué)前教育，家長的工作起著至關(guān)重要的作用，家長工作開展得好，能使幼兒園的各項保教工作得到事半功倍的效果。因此，怎樣才能做好家長工作，形成家庭和幼兒園同步教育，并且提高家長工作呢？中國有的家長認(rèn)為，教育是幼兒園的事，自己只管孩子吃、穿、??；也有家長認(rèn)為，自己文化素質(zhì)不高，不懂教育……對學(xué)前教育來說，家庭和幼兒園是影響幼兒發(fā)展的兩個主要環(huán)境，幼兒園教育和家庭教育是一個整體，兩者不能脫節(jié)，必須密切配合才能取得良好的教育效果，中國著名教育家陳鶴琴先生指出：幼兒教育是一種復(fù)雜的事情，不是家庭一方面單獨勝任的，也不是幼兒園一方面可以單獨勝任的，必定要兩方面結(jié)合取得充分的功效。

而在美國，家長是支持園（所）特色的主體。園所中的家長委員會參與園內(nèi)重大問題的協(xié)商、討論和決策，他們把社區(qū)中的其他主張和重要信息及時傳遞給園里，他們主動協(xié)助園里開展各種活動，并給予物質(zhì)上的幫助。家長的利益和園所的利益是一致的，園所奉行的宗旨也代表家長的心愿、體現(xiàn)家長的利益。這一點也是值得中國家長深思和學(xué)習(xí)的。

At present， pre-school education has risen a widespread concern in the world. Many developed countries are taking active measures to give preferential development on preschool education and have injected a good deal in popularizing preschool education and upgrading its quality. The Chinese government is implementing the strategy of \"National Revitalization through Science and Education\" and vigorously driving forward quality education！

Preschool education is the beginning of lifelong learning， a fundamental stage of the school education system， an integral part of basic education and an important part of the national education system. It is also an important social public program. Running preschool education relates to the healthy growth of hundreds of millions of children， the vital interests of a considerable number of households and as well as the future of the nation！

目前，學(xué)前教育在世界范圍內(nèi)受到了普遍關(guān)注，許多發(fā)達(dá)國家積極采取措施，優(yōu)先發(fā)展學(xué)前教育，在普及學(xué)前教育，提高學(xué)前教育的質(zhì)量上作了很多的投入。中國政府正在實施“科教興國”的戰(zhàn)略、大力推進(jìn)素質(zhì)教育！

學(xué)前教育是終身學(xué)習(xí)的開端，是學(xué)校教育制度的基礎(chǔ)階段，是基礎(chǔ)教育的有機(jī)組成部分，是國民教育體系的重要組成部分，是重要的社會公益事業(yè)。辦好學(xué)前教育，關(guān)系億萬兒童的健康成長，關(guān)系千家萬戶的切身利益，關(guān)系國家和民族的未來！