留守儿童教育公共服务供给的对策研究

发布时间：2018-09-17 07:05

【摘要】：留守儿童是我国在城镇化过程中出现的一个新群体,农民工进城务工,留在家乡上学与生活的儿童称为留守儿童,大量的留守儿童远离父母,再者留守儿童属于弱势群体的范畴,容易出现亲情缺失、监护不周、教育不及时、监护人教育不到位等问题。在国家对留守儿童重视程度增强,多元化趋势兴起的背景下如何解决留守儿童教育问题与留守儿童教育公共服务供给问题,成为社会研究的重点。本文认为伴随着经济社会的发展,外出务工的农民工增多,留守儿童教育供给存在诸多问题,主要表现为留守儿童家庭、学校、社会教育方面存在问题;人力资源、物力资源、财力资源供给总量不足;供需结构失衡;以政府单一供给为主留守儿童教育公共服务供给方式不合理;供给的强制报告机制、应急处置机制、评估帮扶机制、监护干预机制等不健全都会制约留守儿童教育供给的发展,不利于留守儿童教育的进步。究其原因为单一的政府供给或者政府过度干涉,主要表现为政府角色不明,法律法规不完善,宣传方面不到位,监管制度的缺乏以及观念的偏差。本文通过文献分析、经验总结、理论联系实际、案例分析等方法对留守儿童教育供给进行研究,同时运用公共管理学的相关理论与留守儿童教育供给实践相结合,提出了以政府为主导,多元主体参与的留守儿童教育供给措施。政府作为供给的主导者,通过提供相关政策法规,在投入上适当对留守儿童教育领域倾斜,健全监管机制,制定多元主体参与的规则防止无序竞争局面出现;多元主体积极参与,市场在遵循政府制定的规则前提下介入留守儿童教育市场,非政府组织通过积极运作弥补政府职责不到位,寄宿制学校凸显自身第一线的作用,构建完善的家庭与学校、监护人与学校的多方沟通机制,借鉴留守儿童教育公共服务供给的成功经验,实现留守儿童健康成长。
[Abstract]:The left-behind children are a new group in the process of urbanization in our country. Migrant workers go to cities to work, the children who stay in their hometown to go to school and live are called left-behind children, and a large number of left-behind children are far away from their parents. Furthermore, children left behind belong to the category of vulnerable groups, prone to lack of parental affection, inadequate guardianship, education is not timely, guardian education is not in place and so on. How to solve the problem of education of left-behind children and the supply of public service for left-behind children has become the focus of social research under the background of the country paying more attention to left-behind children and the rising trend of pluralism. With the development of economy and society, the number of migrant workers is increasing, and there are many problems in the supply of left-behind children's education, such as family, school, social education, human resources, material resources, etc. Insufficient supply of financial resources; imbalance of supply and demand structure; unreasonable supply of public services for children left behind mainly by government; mandatory reporting mechanism of supply, emergency disposal mechanism, evaluation and support mechanism, The imperfection of monitoring intervention mechanism will restrict the development of education supply for left-behind children, which is not conducive to the progress of left-behind children's education. The reason is the single government supply or excessive government intervention, mainly for the role of the government is unclear, laws and regulations are not perfect, propaganda is not in place, the lack of regulatory system and the concept of deviation. This paper studies the education supply of left-behind children through the methods of literature analysis, experience summary, theory combined with practice and case analysis, and combines the relevant theories of public management with the practice of education supply for left-behind children. This paper puts forward the educational supply measures of left-behind children with the government as the leading factor and multiple subjects participating. The government as the leader of supply, through providing relevant policies and regulations, the appropriate investment in the field of education of left-behind children tilt, improve the supervision mechanism, formulate the rules of participation of multiple subjects to prevent the emergence of disorderly competition; Multiple subjects actively participate, the market intervenes in the education market of left-behind children under the premise of following the rules formulated by the government, non-governmental organizations make up for the lack of responsibility of the government through active operation, boarding schools highlight the role of the front line of their own. To construct a perfect communication mechanism between family and school, guardian and school, and learn from the successful experience of providing public service for left-behind children, and realize the healthy growth of left-behind children.
【学位授予单位】：电子科技大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：D630;G521

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