发展中国家教育发展模式比较研究

发布时间：2018-06-04 01:42

本文选题：发展中国家 + 教育发展　；参考：《华东师范大学》2008年博士论文

【摘要】： 诺贝尔经济学奖获得者西奥多·舒尔茨(Theordore W.Schultz)指出,世界上大多数人是贫穷的,所以如果我们懂得了穷人的经济学,也就懂得了许多真正重要的经济学原理(Schultz,1993:1)。同样,世界上大多数国家是贫穷的,所以如果我们懂得了穷国的教育发展道路,也就是懂得了许多真正的教育发展特征与模式。本研究以战后发展中国家教育发展模式为研究对象,立足于我国当前教育改革发展中面临的现实问题,探究同属一个档次的发展中人口大国教育发展之经验,力图整体把握发展中人口大国在教育发展过程中的总趋势、规律与主要特征,明确未来教育发展方向,摆脱教育依附,实现教育解放,以便为教育决策提供参考,更加有利于我国教育改革的顺利进行和社会的健康发展。本论文包括绪论和三个部分。绪论部分主要介绍了本研究的意义、概念与方法。笔者首先从教育发展模式、发展中国家、比较研究三个维度阐述了研究的意义,并对重要概念(如发展中国家、发展教育、发展模式、教育发展模式)进行了界定,然后指出本研究目的在于归纳并揭示发展中国家教育发展的经济增长、社会正义、政治、文化模式,探讨发展中国家的教育发展与经济发展、社会发展等的关系,揭示发展中国家教育发展的效率与公平、依附与独立、数量与质量的博弈关系(见研究设计图1.0.1)。论文采用了理想类型、量化研究与历史比较的方法来探讨这一主题。第一部分主要归纳并揭示了发展中国家教育发展的经济增长、社会正义、政治与文化发展四种模式。第一章是发展与发展理论的学术史考察,重在梳理学者对发展的认识(如依附理论/世界系统论、现代化理论、人力资本理论等等)及发展的其他范式与学科视角。第二章至第五章运用马克思韦伯的理想类型工具揭示了发展中国家的四种发展模式。笔者认为,发展中国家的教育发展主要是经济增长与社会正义模式的博弈。同时,发展中国家的教育发展模式也包括政治、国际组织及文化模式。第二部分数据分析主要解决三个问题,发展中国家与发达国家的教育指标是否存在差异,二者差异程度如何?发展中国家与发达国家在经济发展、社会正义、性别维度、人口维度和教育维度几个层面有多大程度的不同?就发展中国家与发达国家总体而言,经济发展、社会正义、性别维度、人口维度和教育维度几个层面对教育指标在多大程度上有不同的影响?本部分采用量化研究,通过运行spss15.0,对自变量与因变量进行描述性分析与相关分析,探讨发展中国家及发达国家的经济发展、社会正义与教育发展之间的关系。第三部分为历史比较研究,主要从历史与比较两个维度展开。历时比较部分追溯了发展中国家教育发展模式的演进及南非等发展中国家的教育发展历程。论文的最后一章从横向的教育效率与公平、教育依附与独立、教育数量与质量三个维度对发展中国家的教育发展模式进行了比较研究。总之,发展中国家的教育发展模式具有一定的规律与特征,包括经济增长、社会正义、政治、文化模式。发展中国家的教育发展模式在效率与公平、依附与独立、数量与质量之间博弈。所以,发展中国家需要把握其中的微妙平衡,在实践中不断探索与调整。
[Abstract]:The Nobel prize winner of economics, Theodore Schulz (Theordore W.Schultz), points out that most people in the world are poor, so if we understand the economics of poor people, they understand many really important principles of Economics (Schultz, 1993:1). Similarly, most countries in the world are poor, so if we know it The educational development path of the poor countries is to understand many real educational development features and patterns. This study, based on the actual problems faced by the current educational reform and development in China, is based on the practical problems faced by the current educational reform and development in China, and tries to explore the experience of the education and development of a large population in the same class. In order to grasp the general trend, the law and the main characteristics of the developing population in the course of education development, we should clear the direction of the future education development, get rid of the education and realize the liberation of education, so as to provide reference for the educational decision, which is more conducive to the smooth progress of our educational reform and the healthy development of the society.
This paper includes introduction and three parts. The introduction mainly introduces the significance, concept and method of this study. The author first defines the significance of the research from the educational development model, the developing countries and the comparative study of three dimensions, and defines the important concepts, such as the developing countries, the development education, the development model and the educational development model. Then the purpose of this study is to conclude and reveal the economic growth of educational development in developing countries, social justice, political and cultural patterns, and to explore the relationship between educational development and economic development and social development in developing countries, and to reveal the game relationship between the efficiency and equity of educational development in developing countries, dependence and independence, and the quantity and quality of education. (see research design diagram 1.0.1). The thesis adopts the ideal type, quantitative research and historical comparison method to explore this topic.
The first part mainly summarizes and reveals the four modes of economic growth, social justice, political and cultural development in developing countries. The first chapter is the study of the academic history of the theory of development and development, and the emphasis is on the understanding of the development of scholars (such as dependency theory / World System Theory, modernization theory, human capital theory and so on) and development. Other paradigms and subject perspectives. The second to fifth chapters use the ideal type tools of Marx Webb to reveal the four development patterns of developing countries. The author believes that the development of education in developing countries is mainly a game between economic growth and social justice. Interorganizational and cultural patterns.
The second part of the data analysis mainly solves three problems, whether there are differences in education indicators between developing countries and developed countries, how are the differences between the two, and how many different levels are the developing countries and developed countries in economic development, social justice, gender dimension, population dimension and education dimension? Developing countries and developing countries and developing countries In general, how many different levels of economic development, social justice, gender dimension, population dimension and educational dimension have different effects on educational indicators? This part uses quantitative research and describes and analyses independent variables and dependent variables through the operation of SPSS15.0, and discusses developing countries and developed countries. The relationship between economic development, social justice and educational development.
The third part is a historical comparative study, mainly from the two dimensions of history and comparison. The diachronic comparative part traces the evolution of the developing mode of educational development in developing countries and the educational development course of developing countries such as South Africa. The last chapter of the thesis is from the horizontal education efficiency and fairness, education dependence and independence, the quantity and quality of education three. Dimensions of educational development in developing countries are compared.
In a word, the educational development mode of developing countries has certain laws and characteristics, including economic growth, social justice, political and cultural patterns. The educational development mode of developing countries is in efficiency and fairness, dependence and independence, and the game between quantity and quality. Therefore, the development of the Chinese family needs to grasp the delicate balance in practice. Exploration and adjustment.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G40-059.3

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