和谐社会视角下教育公平问题研究

发布时间：2019-07-08 18:49

【摘要】：“教育”就是以知识为工具教会他人思考的过程,思考如何利用自身所拥有的去创造更多的社会财富,以最大化地实现自我价值。在庞大的社会系统中,“教育”作为其中一个子系统,它承担着一定的社会功能。人们常说的教育包含了启蒙教育、初等教育、中等教育、高等教育、继续教育和社会实践六个阶段。而教育公平则是人类对教育发展永恒地诉求,其本质是“以人为本”,实现人的全面发展。本研究以我国高等教育公平问题为研究对象,结合专业理论和实践知识,通过分析教育公平特别是高等教育公平产生的原因,提出解决问题的对策,全文共分为六个部分,按照提出问题、分析问题、解决问题的逻辑,从多个角度对以上内容进行详细阐述。第一部分,阐述了研究教育公平问题对我国构建和谐社会的作用和意义,总结了国内外教育学家、社会学家对教育公平问题的研究成果以及他们所提出的学术观点。第二部分,从和谐社会和教育公平的相关概念、发展过程和自身特点出发,对和谐社会和教育公平做出详细阐述。因为在东西方历史的发展进程中,人们追求和谐社会和教育公平的脚步从未停止过,不同的历史时期对和谐社会和教育公平的理解也各不相同,真正的和谐社会和教育公平只有在社会主义制度下才能日臻完善。第三部分,回顾历史,对改革开放三十年以来我国政府在教育公平问题的追求和取得的成就进行了总结,同时也指出我国在教育公平方面值得商榷与完善的若干问题。本章节按照教育不公平现象的特征,将其分为区域间受教育不公平、城乡间受教育不公平、校际间受教育不公平、性别间受教育不公平、社会阶层间收教育不公平、政府规定执行不力造成的教育不公平,为接下来分析原因和解决问题做准备。第四部分,从经济、制度、思想三个方面对教育公平问题的成因进行分析。通过对各项数据和实际案例的分析后发现,以资金投入不足和区域发展不均衡为主的经济因素是造成教育公平问题的根本原因；以资源配置不合理、户籍制度的弊端、缺乏制度保障、不合理收费现象为主的制度因素是造成教育公平问题的直接原因；以传统教育观念和封建思想为主的传统思想因素是造成教育公平问题的历史原因。第五部分,将思想政治教育学、社会学、经济学等基本理论与构建社会主义和谐社会的发展背景相结合,论述了教育公平与和谐社会之间的内在联系。力求在实现社会发展战略目标的同时,充分体现出教育公平在和谐社会中的作用与意义。第六部分,通过分析教育不公平问题的现状和成因,从政策、程序和司法建设等诸方面,对解决我国教育公平问题提出建议。笔者认为,要促进和谐社会背景下教育公平的顺利实施,政府要充分发挥宏观及调控的主导作用,除了需要继续加大教育投入,合理配置资源,积极进行制度创新外,国家还需进一步建立和完善对弱势群体的帮扶体系,加强教育司法建设等。同时,实现教育公平是全体公民共同的责任,因此每一位社会成员都应尽己之力维护教育公平。
[Abstract]:The "education" is the process of using knowledge as a tool to teach others to think, and how to use it to create more social wealth to maximize the self-worth. In a large social system, the "education", as one of the sub-systems, has a certain social function. It is often said that the education includes the six stages of enlightenment education, primary education, secondary education, higher education, continuing education and social practice. The education fairness is the eternal demand of human to education. The essence is the "people-oriented" and the realization of the overall development of the human. The study is based on the problems, the analysis of the problems and the logic of the problem solving, and the above contents are discussed in detail. The first part... The economic factors, which are mainly due to the insufficient capital investment and the uneven development of the regional development, are the root causes of the problem of education equity. The system factors, such as the unreasonable resource allocation, the defects of the household registration system, the lack of the system guarantee and the unreasonable charging phenomenon, are the direct causes of the problem of the education equity. The traditional thought factors, which are the traditional education concept and the feudal thought, are the historical reasons for the education fairness. The fifth part is to combine the basic theories of ideological and political education, sociology and economics with the development background of the construction of the socialist harmonious society, and the internal relation between the education equity and the harmonious society. In the sixth part, the author puts forward the suggestions on the solution to the problem of the education fairness in the context of the harmonious society. The author holds that the government should give full play to the macro and control leading role in order to promote the smooth implementation of the education fairness in the context of the harmonious society. In addition to the need to continue to increase the investment of education, to allocate the resources reasonably, and to actively carry out the system innovation, the state also
【学位授予单位】：陕西科技大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G521

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