城乡教育一体化的动力机制及战略研究

发布时间：2018-03-30 21:23

本文选题：城乡教育一体化　切入点：动力机制　出处：《天津大学》2010年博士论文

【摘要】：长期以来,我国城乡分割的二元经济结构和教育制度,造就了城乡教育的巨大差异和农村优质教育资源的短缺。追求“有质量的教育公平”成为推进教育现代化和民主化进程必须破解的难题,城乡教育一体化成为重要的战略任务。本文通过文献查阅及社会调查,全面、系统地论证了城乡教育一体化的理论体系;总结了我国城乡教育一体化取得的成就,分析了我国城乡教育存在的差距;归纳和总结美国、日本、韩国等国促进城乡教育均衡发展的具体做法和中国可以汲取的经验;运用系统科学理论研究城乡教育一体化的动力机制,对其进行战略设计;建立能够反映城乡教育一体化的指标体系,采用层次分析方法评价各省市城乡教育一体化的水平,最后提出政策和建议。本文主要研究内容和结论包括:(1)建国60年来,我国城乡教育取得了巨大的成就,为工业化、城市化和现代化奠定了坚实的人才基础和智力保障。由于城乡教育存在的巨大差距,教育均衡发展和教育公平问题受到了广泛关注,推进城乡教育一体化已成为一种共识、理念和趋势。(2)构建城乡教育一体化动力机制模型,确定了城乡教育一体化的直接动力因子,包括政府、农民、教育发展、城乡一体化和经济发展,城市化、工业化、产业、制度、文化、人口则是间接动力因子。在此基础上,建构了城乡教育一体化动力系统,分析各因子的作用机理。(3)对我国城乡教育一体化进行战略设计,包括确定战略目标、战略重点、战略任务,分析研究了具有中国特色的城乡教育一体化的实践模式。(4)基于教育发展的基本规律和我国城乡教育差距的现状,建立反映城乡教育一体化的指标体系,该体系以城乡基础教育为例,涵盖师资水平、生均教育经费和办学条件等各个方面;采用层次分析方法科学、系统地评价各省市城乡教育一体化的水平。
[Abstract]:For a long time, the dual economic structure and educational system of urban and rural segmentation in China, The great difference between urban and rural education and the shortage of high-quality education resources in rural areas have been brought up. The pursuit of "quality education equity" has become a difficult problem to be solved in the process of promoting the modernization and democratization of education, and the integration of urban and rural education has become an important strategic task. Through literature review and social investigation, this paper comprehensively and systematically demonstrates the theoretical system of urban and rural education integration, summarizes the achievements of urban and rural education integration in China, and analyzes the gap between urban and rural education in China. This paper summarizes and summarizes the specific practices of promoting the balanced development of urban and rural education in the United States, Japan and South Korea, and the experiences that China can learn, studies the motive mechanism of the integration of urban and rural education with the theory of system science, and designs it strategically. This paper establishes an index system which can reflect the integration of urban and rural education, evaluates the level of integration of urban and rural education in various provinces and cities by using the analytic hierarchy process, and finally puts forward some policies and suggestions. In the 60 years since the founding of the people's Republic of China, great achievements have been made in urban and rural education in China. Urbanization and modernization have laid a solid foundation of talent and intellectual security. Due to the huge gap between urban and rural education, the balanced development of education and the issue of educational equity have received extensive attention. It has become a common understanding to promote the integration of urban and rural education. Concept and trend. (2) construct the dynamic mechanism model of urban-rural education integration, and determine the direct driving factors of urban-rural education integration, including government, farmers, educational development, urban-rural integration and economic development, urbanization, industrialization, industry. System, culture and population are indirect power factors. On this basis, this paper constructs a dynamic system of urban and rural education integration, analyzes the mechanism of each factor, and makes a strategic design for the integration of urban and rural education in China, including the determination of strategic objectives. Based on the basic laws of the development of education and the current situation of the gap between urban and rural education in China, this paper establishes an index system to reflect the integration of urban and rural education. Taking urban and rural basic education as an example, the system covers all aspects such as the level of teachers, the average educational expenditure of students and the conditions of running a school, and systematically evaluates the level of the integration of urban and rural education in various provinces and cities by using the analytic hierarchy process (AHP) method.
【学位授予单位】：天津大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：G521

【引证文献】