欠发达地区县域内城乡义务教育均衡发展研究

发布时间：2019-01-06 06:23

【摘要】：教育公平思想是马克思主义思想理论的精神大夏。马克思主义关于教育公平问题的论述是在批判旧唯物主义关于人与教育的关系和对资产阶级教育公平思想的批判中产生的,整体来说是在批判中诠释教育公平的思想。马克思主义关于教育公平正面阐述为:享有平等的受教育权,社会结构与教育发展互相制约,教育的最终目标是实现人的自由全面发展。中国共产党学习和借鉴马克思主义关于社会公平的理论和关于教育的相关论述,结合自身的实际情况,不断提出普及义务教育、促进义务教育均衡发展,这成为中国共产党教育公平思想的主要内容。教育是民族振兴的基石。教育公平是实现社会公平的重要途径。随着经济水平的提高和教育工作目标的逐步推进,人民群众对义务教育的需求由“有学上”转变为“上好学”,教育领域存在着优质教育资源供给不足与人民群众日益强烈的需求之间的突出矛盾。当前义务教育均衡发展作为教育领域的一个热点问题,主要是针对地区之间、城乡之间、校际之间的非均衡发展而提出。欠发达地区义务教育普遍存在着教育资金投入不足、办学条件参差不齐、师资力量分配不均等问题。这种不均衡的发展状态长期存在,势必导致教育不公平。因此,促进欠发达地区义务教育均衡发展,将是我国义务教育改革的重要目标,也是各级政府教育工作的重中之重。本文以中部欠发达地区中阳县为例,通过理论分析和实践调研相结合的方法对这一问题进行论证分析。第一章为绪论,主要从选题背景、研究综述和研究方法等发面展开,为后续研究做好铺垫。第二章为理论分析,主要解析马克思主义教育公平思想的科学内涵。主要包括马克思教育公平思想的理论来源、主要内容和未来构想三个部分。第三章为历史考察,主要阐述中国共产党教育公平思想的历史演进,中国共产党立在吸收借鉴国外马克思主义教育公平思想的基础上,结合自身实际情况在不同时期形成不同形式的教育公平思想。第四章为实证分析,通过调查中阳县县城中小学和乡镇中小学,收集相关资料和数据,系统分析城乡义务教育非均衡发展的表现形式以及形成原因;第五章为对策分析,灵活运用马克思主义教育公平思想的科学内涵,结合相关已有研究,坚持共享发展、协调发展和以人为本的发展理念,加大欠发达地区乡镇义务教育学校教育投入,优化乡镇义务教育学校教师资源配置,加强乡镇义务教育学校信息化建设,从而推动欠发达地区城乡义务教育均衡发展。
[Abstract]:The thought of educational fairness is the spirit of Marxist thought theory. The exposition of Marxism on the issue of educational fairness is the result of criticizing the relationship between man and education in the old materialism and the critique of the bourgeoisie educational fairness thought, and it is the interpretation of the educational fairness thought in the critique as a whole. The positive exposition of Marxism about educational fairness is: enjoy equal right to receive education, social structure and educational development restrict each other, the ultimate goal of education is to realize the free and all-round development of human beings. The Communist Party of China has been studying and drawing lessons from Marxist theory on social equity and related expositions on education, and combining with its own actual situation, it has constantly proposed to popularize compulsory education and promote the balanced development of compulsory education. This becomes the main content of the Communist Party of China education fair thought. Education is the cornerstone of national rejuvenation. Education equity is an important way to realize social justice. With the improvement of the economic level and the gradual advancement of the goal of educational work, the people's demand for compulsory education has changed from "having studies" to "learning well". There is an outstanding contradiction between the shortage of quality educational resources and the increasing demand of the people in the field of education. At present, the balanced development of compulsory education is a hot issue in the field of education, which is mainly aimed at the unbalanced development between regions, between urban and rural areas and between schools. In underdeveloped areas, there are many problems in compulsory education, such as insufficient investment in education funds, uneven conditions for running schools and unequal distribution of teachers. This unbalanced state of development exists for a long time, which will inevitably lead to unfairness in education. Therefore, to promote the balanced development of compulsory education in less developed areas will be an important goal of compulsory education reform in China, and it will also be the most important part of the education work of governments at all levels. This paper takes Zhongyang County in the underdeveloped area of the central China as an example to demonstrate and analyze this problem by combining theoretical analysis with practical investigation. The first chapter is the introduction, mainly from the topic background, research summary and research methods, etc. The second chapter is the theoretical analysis, mainly analyzes the scientific connotation of Marxist educational fairness thought. It mainly includes three parts: the theoretical source, the main content and the future conception of Marx's educational fairness thought. The third chapter is the historical investigation, mainly expounding the historical evolution of the CPC's educational fairness thought. The CPC stands on the basis of absorbing and drawing lessons from the Marxist educational fairness thought of foreign countries. Combining with its own actual situation, different forms of educational fairness thought are formed in different periods. The fourth chapter is the empirical analysis, through the investigation of primary and secondary schools in Zhongyang county and township primary and secondary schools, collect relevant information and data, systematic analysis of urban and rural compulsory education unbalanced development and the formation of the form; The fifth chapter is the countermeasure analysis, uses the scientific connotation of Marxism education fair thought flexibly, unifies the correlation existing research, adheres to the shared development, the coordinated development and the people-oriented development idea. In order to promote the balanced development of urban and rural compulsory education in underdeveloped areas, we should increase the input of compulsory education schools in towns and villages, optimize the allocation of teachers' resources and strengthen the informatization construction of compulsory education schools in towns and villages.
【学位授予单位】：太原理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G522.3

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