义务教育资源配置标准研究

发布时间：2018-07-03 06:53

本文选题：义务教育资源配置标准 + 教育公平　；参考：《华中科技大学》2012年博士论文

【摘要】：基本公共服务作为社会公共服务最基本的内容，直接关系到社会的公平与正义，其均等化日益受到国家的高度重视。在教育领域，基本公共服务就是提供均等化的义务教育，为此，政府提出了义务教育均衡发展计划。《国家中长期教育改革和发展规划纲要（2010-2020）》明确提出，均衡发展是义务教育的战略性任务，政府要均衡配置教师、设备、图书、校舍等各项资源。可见均衡配置资源在义务教育均衡发展中至关重要。政府当前推进义务教育均衡发展，实质就是要均衡配置资源。那么，政府应该以何种标准来配置教育资源，就成为义务教育资源配置中的重要问题。义务教育资源配置标准研究的历史发展脉络，经历了从成本视角、收益视角、公平视角到充足视角转变的四个阶段。义务教育公共产品的属性，教育成本测量的困难以及教育收益的滞后性，决定了从成本和收益视角来分析义务教育资源配置标准的不适宜性。充足作为义务教育资源配置标准，需要雄厚的社会经济发展水平作为后盾。我国经济还远未发展到那种程度。基于此，公平视角才比较适合我国当前经济发展水平，也比较符合我国当前提出的义务教育均衡发展策略，本研究采用公平视角来进行研究。在比较分析四种公平理论的基础上，本文选择罗尔斯的正义论作为研究的理论基础。对义务教育资源配置标准的研究，应该放在我国社会的时代背景中。建国以来，我国义务教育资源配置标准政策经历了两个主要的制度变迁阶段。一是1949-2000年期间，义务教育资源配置标准政策追求的是效率逻辑，城市教育国家办，农村教育农民办。二是2000年税费改革后，义务教育资源配置标准政策追求的是公平逻辑，国家实施了免费的义务教育，并对弱势学校和弱势群体实行倾斜政策。影响我国资源配置标准政策变迁的深层结构，主要有改善民生的政治政策、均衡协调发展的经济政策以及平等博爱的文化模式。国外发达国家的义务教育资源配置标准给予我国很多启示。美国义务教育财政资源的配置是以充足为标准，把公平和效率有机结合起来。各州体现了罗尔斯正义论的财政中立原则，还实践了成本函数方法、示范学区设计法和教育专家成本估算法三种财政资源配置模式。日本的教师资源配置突出了罗尔斯正义论中的差异原则，通过制定系列法律法规和定期流动制度，保证偏僻地区义务教育学校拥有充足和高质量的教师，缩小了学校之间教师差异，从而缩小学校之间教育质量的差异。当前，以县为分析单位研究义务教育财政资源配置标准尤为重要。本文首先以县为分析单位，分析W省县域之间的义务教育财政资源配置状况，然后以学校为分析单位，分析县域内部的义务教育财政资源配置状况。通过采用平均值、标准差、中位数、极差、限制极差、差异系数、麦克伦指数、沃斯特根指数、生均预算教育经费支出与人均财政支出的相关关系，计算义务教育财政资源配置的三种公平状况。测算结果发现，普通初中的财政资源配置比普通小学更为公平；县域之间的横向公平的程度比纵向公平高；各个县市基本都遵循从低位均衡到高位均衡的路径行进。本文提出了建构新的义务教育财政资源配置标准的政策建议：按照罗尔斯正义论的财政中立原则，完善财政转移制度；在义务教育不同类型中，更加重视对普通小学的财政投入；在义务教育学校不同地域中，加大对城镇和农村义务教育学校的财政投入。义务教育教师资源配置是义务教育资源配置的核心，是实现教育公平的重要保障。本文以W省为例，按照现有的教师配置标准，计算了W省120个县市义务教育阶段学校教师超（缺）编状况，发现大部分地市州普通中小学教师处于超编状态，特别是农村小学教师超编严重。这种超编状况不符合农村小学的现实境遇。本文以罗尔斯《正义论》中的差异原则为理论基础，以班师比和分类班额为依据，设计新的普通小学教师资源配置标准和模型，改变目前只根据在校生数配置教师的做法，从而以保障农村普通小学教学的正常运转。
[Abstract]:As the basic content of social public service, the basic public service is directly related to the fairness and justice of the society. The equalization of the public service is paid more and more attention by the state. In the field of education, the basic public service is to provide equal compulsory education. Therefore, the government has put forward a balanced development plan for the education of justice. And the development plan outline (2010-2020) clearly stated that balanced development is the strategic task of compulsory education. The government should allocate the resources of teachers, equipment, books and school buildings in a balanced way. It can be seen that the balanced allocation of resources is very important in the balanced development of compulsory education. The government should promote balanced development of compulsory education at present, in essence it is to balance the allocation of resources. So, what kind of standards the government should allocate to educational resources has become an important issue in the allocation of resources for compulsory education.
The historical development of the research on the allocation standard of compulsory education resources has gone through four stages from the cost perspective, the income perspective, the fair perspective and the sufficient angle of view. The attribute of the compulsory education public products, the difficulty of the measurement of education cost and the lag of the educational income, have decided to analyze the compulsory education resources from the perspective of cost and income. It is not suitable for the allocation standard. As the standard of allocation of compulsory education resources, we need a strong social and economic development level as the backing. China's economy is still far from developing to that level. Based on this, the fair perspective is more suitable for the current economic development level of our country, and is more in line with the balanced development policy of compulsory education in our country. On the basis of the comparative analysis of the four theories of fairness, this paper chooses Rawls's theory of justice as the theoretical basis of the study.
The research on the allocation standard of compulsory education resources should be placed in the background of our society. Since the founding of the people's Republic of China, the standard policy of the allocation of resources for compulsory education in China has experienced two main stages of institutional change. One is the 1949-2000 year period, the policy of the allocation standard of compulsory education resources is the efficiency logic, the city education state and the countryside. After the reform of the tax and fees in 2000, two, after the reform of tax and fee in 2000, the policy of the allocation standard of compulsory education resources is a fair logic, the State implements free compulsory education, and implements the policy of inclined to the disadvantaged and disadvantaged groups. It has a deep structure affecting the policy changes of the standard of resource allocation in China, mainly including political policies to improve the people's livelihood, and the equilibrium association. The economic policy of development and the cultural mode of equality and fraternity.
The allocation standard of compulsory education resources in developed countries has given us a lot of inspiration. The allocation of the financial resources of compulsory education in the United States is to combine equity and efficiency with sufficient standards. The States reflect the fiscal neutrality principle of Rawls's justice theory, and practice the method of cost function, demonstration area design method and educational experts. Three types of financial resources allocation model of this method. The allocation of teacher resources in Japan has highlighted the difference principle in Rawls's justice theory. By formulating a series of laws and regulations and regular flow system, the compulsory education schools in remote areas have sufficient and high quality teachers to narrow the teachers' differences between schools, thus reducing the teaching between schools. Differences in quality of breeding.
At present, it is very important to study the allocation standard of financial resources of compulsory education by the county as an analysis unit. Firstly, this paper takes county as an analysis unit, analyzes the state of financial resources allocation of compulsory education between counties in W Province, and then analyzes the situation of the allocation of financial resources in compulsory education within the county area by the school as an analysis unit. The median, the extreme, the limit limit, the difference coefficient, the Mackalonee index, the Verstegen index, the relationship between the expenditure on the budget of the average budget and the per capita financial expenditure, and the three fair conditions of the allocation of financial resources in compulsory education. The level of horizontal fairness is higher than that of vertical justice.
This paper proposes a policy proposal to construct a new financial resource allocation standard for compulsory education: in accordance with the fiscal neutrality principle of Rawls's justice theory, the fiscal transfer system is perfected; in the different types of compulsory education, it pays more attention to the financial input to the ordinary primary school; and in the different regions of the compulsory education school, Financial input to schools for compulsory education in urban and rural areas.
The resource allocation of compulsory education teachers is the core of the allocation of compulsory education resources and an important guarantee for the realization of educational equity. This paper, taking W Province as an example, calculates the super (lack) status of school teachers in 120 counties and cities in W province according to the existing teacher allocation standards, and finds that the ordinary primary and secondary school teachers in the large part of the city are in a superstate state. In this paper, based on the difference principle of Rawls < justice > as the theoretical basis, based on the ratio of class teachers and class classes, this paper designs a new standard and model for the allocation of resources in primary school teachers, and changes the current allocation of teachers according to the number of students. In order to ensure the normal operation of rural primary schools.
【学位授予单位】：华中科技大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G522.3

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