在压实监管责任方面，刘玉光介绍，一方面要强化地方政府及有关部门的监管责任，严格源头监管，严 格把握幼儿园设立条件，加强幼儿园办学资质审核；另一方面要加强过程监管，通过动态监管、信息备 案、公开公示的方式，守牢规范办园的底线和师生安全的红线。 "此外，还要强化督导评估。"刘玉光介绍，将推进国家层面学前教育普及普惠督导评估认定工作，优化 督导评估程序，加大督导力度，推动学前教育从"幼有所育"向"幼有优育"迈进。 "办好学前教育，关系亿万儿童的健康成长和千家万户的切身利益，也关系到国家和民族的未来。"刘玉 光说，"教育部会同财政部等相关部门坚持学前教育公益普惠发展方向，扩资源、调结构、建机制、提 质量，基本建成覆盖城乡、布局合理的学前教育公共服务体系，学前教育实现了跨越式发展。" 据统计，2024年我国学前教育毛入园率已达92%，达到世界高收入国家的平均水平。今年6月1日，《学 前教育法》正式颁布实施，标志着学前教育进入"有专门法可依"的新阶段，为广大适龄幼儿享有公平的 受教育权益，提供了强有力的法律保障。 新华财经北京8月7日电（记者陆宇航董道勇）在8月7日举行的国务院政策例行吹风会上，教育部财务司 司长刘玉光表 ...

怎样构建科学的学前教育内容体系？学前教育法明确了学前教育的基本目标，即坚持保育和教育相结合 的原则。"学前儿童身心各方面发展仍较脆弱，离不开专业照料和有效支持，因此，幼儿园教育应当做 到'保中有教，教中有保'，将教育渗透在一日生活和游戏中，促进幼儿身心全面发展。"天津师范大学 教育学部教授梁慧娟说，"学前教育法实施后，幼儿园更应自觉增强依法施教的意识，深入推进保教实 践创新。" 幼儿园与小学应当如何衔接？校外培训机构可以面向学前儿童开展培训吗？学前教育法实施后，这些广 大家长和社会公众高度关切的现实问题，得到明确回应：幼儿园不得采用小学化的教育方式，不得教授 小学阶段的课程；校外培训机构等其他任何机构不得对学前儿童开展半日制或者全日制培训，不得教授 学前儿童小学阶段的课程。 在教师聘用管理方面，学前教育法明确了两类从业禁止的情形，一类是具有虐待、性侵害、性骚扰、拐 卖、暴力伤害、吸毒、赌博等违法犯罪记录的，另一类是有酗酒、严重违反师德师风行为等其他可能危 害儿童身心安全情形的。"学前教育法的实施，体现了以学前儿童为中心的立法导向，为孩子们健康成 长提供了坚实的法治保障。"中国法学会行政法学研究会副会长、黑龙江 ...

Core Viewpoint - The rural revitalization strategy is essential for the comprehensive revitalization of rural areas, with talent revitalization being a foundational element. The current weakness in preschool education faculty in rural areas hinders educational development, making vocational education crucial for cultivating skilled professionals to support rural revitalization [1][2]. Group 1: Role of Vocational Education - Vocational preschool education is becoming an indispensable support for the rural revitalization strategy, addressing the shortage of preschool educators in rural areas and providing sustainable intellectual support for balanced educational development and cultural revitalization [2][3]. - The training objectives of vocational preschool education align closely with rural needs, focusing on developing well-rounded, skilled, and ethically responsible professionals, which meets the demands of rural kindergartens [2][3]. - The curriculum of vocational preschool education emphasizes a combination of theory and practice, incorporating traditional educational concepts and methods while also addressing the unique cultural and environmental aspects of rural areas [2][3]. Group 2: Talent Cultivation Models - The talent cultivation models in vocational preschool education are flexible and diverse, including order-based training and modern apprenticeship systems, which cater to the specific needs of rural kindergartens [3][4]. - Preschool education plays a significant role in cultural revitalization, providing a solid educational foundation for rural children and enhancing social cohesion within rural communities [3][4]. Group 3: Innovative Pathways - Vocational schools are actively exploring innovative pathways to enhance their role in rural revitalization, focusing on deepening industry-education integration and optimizing curriculum design to reflect rural characteristics [4][5]. - Collaboration between vocational schools and rural kindergartens is being strengthened through the establishment of training bases and practical training systems, ensuring that students gain real-world experience [4][5]. - The curriculum is being optimized to include courses that reflect rural education needs and local cultural elements, fostering a sense of cultural identity among students [4][5]. Group 4: Quality Improvement and Support Mechanisms - Strengthening the faculty team is essential for improving the quality of talent cultivation, with measures such as attracting high-level talent and providing teacher training [5][6]. - A robust support mechanism is needed to create a high-quality development framework for vocational education, with government involvement in policy formulation and resource allocation [7][8]. - The establishment of a collaborative mechanism involving government, schools, industries, and enterprises is crucial for effectively implementing vocational education in support of rural revitalization [8].