我国基础教育信息化发展水平区域差异的实证研究

发布时间：2018-05-09 09:35

本文选题：基础教育 + 教育信息化　；参考：《湘潭大学》2016年硕士论文

【摘要】：基础教育信息化是国家信息化战略的重要组成部分。近年来,在国家政策的大力推动下,我国基础教育信息化得到了迅猛发展。但在快速推进的过程中却也存在着许多问题,尤其是区域发展不平衡问题,它不仅影响基础教育信息化的可持续性发展,还将衍生出新的教育公平问题。因此,研究基础教育信息化发展的区域差异问题,探寻区域差异的形成原理,并依此提出促进基础教育信息化区域协调发展的对策,这不仅丰富了教育信息化的理论研究成果,还对缩小区域发展差距,推动基础教育信息化健康快速发展具有重要的现实意义。本文通过借鉴国内外相关学者的研究成果,运用教育学、系统论、信息学、区域经济学的相关概念和理论,并以层次分析法、泰尔指数、面板数据模型等方法为基础,对我国基础教育信息化发展的区域差异问题进行了实证研究。研究工作主要体现在四个方面:首先,阐述了与教育信息化区域发展差异相关的基本理论,构建本文的理论研究框架;接着采用层次分析法建立了我国基础教育信息化发展水平评价指标体系,并依据指标体系,对我国2004-2013年31个省份基础教育信息化的发展水平进行了定量测度,同时,还运用聚类分析法对各省份的发展情况进行对比分析;然后,利用泰尔指数度量了东、中、西三大区域以及总体的发展差距,并总结分析了区域差异的变化趋势和特征;最后,分区域从四个方面实证分析了造成我国基础教育信息化发展水平区域差异的原因,并根据相关结论,有针对性地制定了下一步发展策略。研究表明:2004-2013年间,我国基础教育信息化发展水平呈由东向西逐渐降低的梯度分布格局,且不同区域之间存在着较大的差距;基于泰尔指数的分析可知,总体差异和三大区域差异均显现出在上下波动中逐步缩小的变化趋势,就三大区域而言,西部差异最大,东部次之,中部最小,但中部差异的波动幅度最大;从总体差异的分解结果来看,区间差异对总体差异的平均贡献率要高于区内差异,因此,区间差异是造成总体差异的主要原因;社会经济发展水平、空间邻居效应以及地方政府支持度均对三大区域基础教育信息化的发展水平产生显著的正向影响,验证了前文对影响因素的一般假设,社会信息化水平只对东、中部地区产生显著的正向作用,而对西部地区产生的正向影响并不显著。本文的创新之处,一方面在于拓宽了研究范围,运用10年的省级面板数据全方位分析了我国基础教育信息化发展的区域差异问题;另一方面则是运用了实证研究的方法去分析区域差异问题,包括层次分析法、聚类分析、泰尔指数以及面板数据模型等。
[Abstract]:The informatization of basic education is an important part of the national informatization strategy. In recent years, with the promotion of national policies, the informatization of basic education in China has developed rapidly. However, there are many problems in the process of rapid development, especially the imbalance of regional development, which not only affects the sustainable development of basic education information, but also gives rise to new problems of education equity. Therefore, to study the regional differences in the development of basic education informatization, to explore the formation principle of regional differences, and to put forward the countermeasures to promote the regional coordinated development of basic education informatization, which not only enriches the theoretical research results of educational informatization. It also has important practical significance for narrowing the gap of regional development and promoting the healthy and rapid development of basic education information. This paper uses the related concepts and theories of education, system theory, informatics and regional economics for reference, and based on the methods of analytic hierarchy process (AHP), Thiel index, panel data model, etc. This paper makes an empirical study on the regional differences in the development of basic education informatization in China. The research work is mainly reflected in four aspects: firstly, the basic theories related to the regional development difference of education informatization are expounded, and the theoretical research framework of this paper is constructed; Then, the paper establishes the evaluation index system of the development level of basic education informatization by using the analytic hierarchy process (AHP), and according to the index system, carries on the quantitative measurement to the development level of the basic education informatization in 31 provinces of our country from 2004 to 2013, at the same time, Cluster analysis is also used to compare and analyze the development situation of each province. Then, the paper measures the development gap among the east, the middle and the west by using the Thiel index, and summarizes and analyzes the changing trend and characteristics of the regional differences. This paper empirically analyzes the causes of the regional differences in the development level of basic education informatization in China from four aspects, and, according to the relevant conclusions, formulates the next development strategy. The research shows that the development level of elementary education informatization in China gradually decreased from east to west from 2004 to 2013, and there is a large gap between different regions. The overall difference and the three regional differences show the trend of decreasing gradually in the fluctuation of the upper and lower regions. For the three regions, the western region has the biggest difference, the eastern part is the second, the middle part is the smallest, but the central region has the biggest fluctuation range. From the result of decomposition of the total difference, the average contribution rate of the interval difference to the overall difference is higher than that of the regional difference, therefore, the interval difference is the main cause of the overall difference, the level of social and economic development, the level of social and economic development, The spatial neighbor effect and the degree of local government support have a significant positive impact on the development level of basic education informatization in the three regions, which verifies the general hypothesis of the influencing factors, and the level of social informatization is only east. The central region has a significant positive effect, but the western region has no significant positive effect. The innovation of this paper is that, on the one hand, it broadens the scope of research, and analyzes the regional differences in the development of basic education informatization in China by using the provincial panel data of 10 years. On the other hand, the empirical method is used to analyze regional differences, including AHP, cluster analysis, Thiel index and panel data model.
【学位授予单位】：湘潭大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G639.2

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