教育促成人力资源生长：西南三地调查研究
发布时间：2018-09-19 16:11
【摘要】： 实践证明，人力资源的发展水平决定着一个国家和民族的命运，在人口众多、自然资源紧缺、创新能力不足、劳动力素质滞后的当代中国更是凸现这一问题的源生性和急迫性；已有的研究大多以人力资本理论为基础，从经济学的角度来论证教育对人力资源发展的重要性，普遍关注人力资源现状、人力资源的开发以及管理等问题，对人力资源的生长原理研究匮乏；而事实上，解决人力资源发展问题的关键是发现人力资源的生长规律，理清教育与人力资源的关系特别是教育促成人力资源生长的机理，进一步挖掘和拓展提升人力资源发展水平的教育原理与策略。这就构成本研究基本的出发点。 本研究以自然环境落差显著、民族多样、文化与物产丰富的西南三地(四川康定、广西阳朔、金秀)为物理空间，通过结构方程分析、案例解剖提出理论建构。 对于人力资源生长(development)形态的结构方程建模(Structural equation modeling)采用整群抽样进行，问卷问题采用封闭式问卷设计，设五级选项，赋值方式为“5-4-3-2-1”，，分析的潜变量及其观测变量为：(1)人力资源素质水平(社会资本、自我概念、幸福感、知识技能)，(2)学校教育(统合体验、职业关联、教育理解)(3)自然环境(精神生成、生计选择)，(3)经济形态(经济类型、经济体制)，(4)本土文化(习俗、传统技艺、文化理解)，(5)个体自组织能力(信念、条件、能力)。问卷理论分析假设主要通过三个研究问题实现：(1)探讨影响人力资源水平及其生长因素的结构模型主要包括哪些因素；(2)基于上述综合问卷的修正模型，探讨人力资源的人口学及类别差异；(3)探讨影响标准化人力资源与本土化人力资源的生长因素结构模型差异。问卷使用SPSS11.5和AMOS 6.0(Analysis of Moment Structure)软件来处理结构模型的数据。研究结果表明：(1)影响人力资源生长的基本要素为自然环境、本土文化、经济形态、学校教育、个体自组织能力，并具有特定的作用路径。(2)人力资源生长存在原生场(空间域)——“自然环境”、“本土文化”、“经济形态”，这三者存在这样的关系：“自然环境”是最初潜在自变量，它正面影响“本土文化”和“经济形态”，“本土文化”又正面影响“经济形态”，三者又分别正面影响“学校教育”、“自组织”和“人力素质”。(3)人力资源生长存在次生场——“学校教育”和“自组织”，这两者存在这样的关系：“学校教育”正面影响“自组织”和“人力素质”，“自组织”正面影响“人力素质”。(4)存在标准化人力资源和本土化人力资源的类别分化；二者生长过程不同，影响因素的作用方式和程度亦不同：“学校教育”对标准化人力资源生长影响远胜于对本七化人力资源生长影响，而“自组织”对本土化人力资源生长影响远胜于对标准化人力资源生长影响。(5)原生场与次生场对标准人力资源和本土化人力资源产生不同的影响效果。原生场对标准化人力资源生长影响的主要来自间接效果，对本土化人力资源生长影响的也主要来自间接效果，但直接效果达到大效果，即原生场的作用主要是间接性的。次生场对标准化人力资源生长影响的总效果主要来自直接效果，而对本土化人力资源生长影响的总效果也主要来自直接效果，即次生场的作用主要是直接性的。(6)人力资源生长不存在性别、籍贯、民族等纬度上的显著差异，但存在学历、年龄等纬度上的显著差异。 取自西南三地具有原生性的7个人力资源生长案例从质性的层面解释和析取了人力资源生长的内在规定，可以发现：(1)人力资源类差异的真实存在；(2)人力资源生命的复杂性；(3)人力资源生长因素及作用；(4)人力资源生长机理的主体性表现；(5)人力资源的教育属性。 基于量化研究、案例分析、理论推演，人力资源生长的空间场域是一个具有中心结构又向四周扩散的网状体，这个网状体由微观系统(microsystem)、中观系统(mesosystem)、外观系统(exosystem)和宏观系统(macrosystem)四个层次的系统所构成，其中，微观系统是人力资源生长的直系环境(immediate situation)，属于这一系统的原生场与次生场对人力资源生长产生不同的影响效果。人力资源生长的教育机理表现在个体自组织的适应性演化、个体自组织系统与外部系统之间的交互性作用及学校教育构成要素之间的协同性作用。教育促进人力资源生长的合理范式应是构建教育促进人力资源生长的生境(Habital)及其张力(Tension)的拓升。
[Abstract]:Practice has proved that the development level of human resources decides the destiny of a country and a nation. In contemporary China, which has a large population, a shortage of natural resources, inadequate innovation ability and a lagging quality of labor force, the origin and urgency of this problem are highlighted. Most of the existing studies are based on human capital theory and from the perspective of economics. This paper demonstrates the importance of education to the development of human resources, generally pays attention to the current situation of human resources, the development and management of human resources, and the lack of research on the growth principle of human resources. The basic starting point of this study is to explore and expand the educational principles and strategies to promote the development of human resources.
In this study, the three southwest regions (Kangding, Sichuan, Yangshuo, Jinxiu, Guangxi) with remarkable differences in natural environment, diverse ethnic groups and rich cultural and product are taken as physical space. Through structural equation analysis, case dissection, theoretical construction is proposed.
Structural equation modeling of human resource growth is conducted by cluster sampling. Questionnaires are designed by closed-ended questionnaire with five-level options. The evaluation method is "5-4-3-2-1". The latent variables and their observed variables are: (1) Human resource quality level (social capital, self-generalization). Ideas, well-being, knowledge and skills, (2) school education (integrated experience, vocational association, educational understanding) (3) natural environment (spiritual generation, livelihood choice), (3) economic form (economic type, economic system), (4) local culture (customs, traditional skills, cultural understanding), (5) individual self-organization ability (beliefs, conditions, abilities). Questionnaire theory analysis hypothesis is mainly common. Three research questions have been realized: (1) to explore the main factors affecting the level of human resources and its growth factors; (2) to explore the demographic and categorical differences of human resources based on the revised model of the above-mentioned comprehensive questionnaire; (3) to explore the structural model of growth factors affecting standardized and localized human resources The questionnaire used SPSS11.5 and AMOS 6.0 software to process the data of the structural model. The results showed that: (1) the basic factors affecting the growth of human resources were natural environment, local culture, economic form, school education, individual self-organization ability, and had a specific path of action. There is a long-standing primitive field (spatial domain) - "natural environment", "local culture", "economic form". These three relationships exist: "natural environment" is the initial potential independent variable, it has a positive impact on "local culture" and "economic form", "local culture" and a positive impact on "economic form", the three are respectively positive. (3) There is a secondary field in the growth of human resources - "school education" and "self-organization". There is such a relationship between the two: "school education" has a positive impact on "self-organization" and "human quality", "self-organization" has a positive impact on "human quality". (4) There is a standard of existence. The classification differentiation of localized human resources and localized human resources; the growth process of the two is different, and the influencing factors are also different in the way and degree of effect: "School education" on the growth of standardized human resources is far more than the impact of the growth of the seven localized human resources, and "self-organization" on the growth of localized human resources is far more than the counterpart. (5) Primary and secondary fields have different effects on standard human resources and localized human resources. The total effect of secondary field on the growth of standardized human resources mainly comes from the direct effect, and the total effect on the growth of localized human resources mainly comes from the direct effect, that is, the role of secondary field is mainly direct. (6) Human resources growth does not exist gender, nationality, nationality. Significant differences in equal latitude exist, but there are significant differences in education, age and other latitudes.
Seven original human resource growth cases from three places in Southwest China explain and extract the inherent rules of human resource growth from the qualitative level, which can be found: (1) the real existence of human resource differences; (2) the complexity of human resource life; (3) the growth factors and functions of human resources; (4) the main mechanism of human resource growth. Physical performance; (5) the educational attribute of human resources.
Based on quantitative research, case analysis and theoretical deduction, the spatial field of human resource growth is a network with a central structure and spread around. The network is composed of four levels of systems: micro system, meso system, exosystem and macro system. The educational mechanism of human resource growth is manifested in the adaptive evolution of individual self-organization, the interaction between individual self-organization system and external system, and the interaction between individual self-organization system and external system. The reasonable paradigm of promoting the growth of human resources by education should be to construct the Habital and Tension of promoting the growth of human resources by education.
【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G521
本文编号：2250648
[Abstract]:Practice has proved that the development level of human resources decides the destiny of a country and a nation. In contemporary China, which has a large population, a shortage of natural resources, inadequate innovation ability and a lagging quality of labor force, the origin and urgency of this problem are highlighted. Most of the existing studies are based on human capital theory and from the perspective of economics. This paper demonstrates the importance of education to the development of human resources, generally pays attention to the current situation of human resources, the development and management of human resources, and the lack of research on the growth principle of human resources. The basic starting point of this study is to explore and expand the educational principles and strategies to promote the development of human resources.
In this study, the three southwest regions (Kangding, Sichuan, Yangshuo, Jinxiu, Guangxi) with remarkable differences in natural environment, diverse ethnic groups and rich cultural and product are taken as physical space. Through structural equation analysis, case dissection, theoretical construction is proposed.
Structural equation modeling of human resource growth is conducted by cluster sampling. Questionnaires are designed by closed-ended questionnaire with five-level options. The evaluation method is "5-4-3-2-1". The latent variables and their observed variables are: (1) Human resource quality level (social capital, self-generalization). Ideas, well-being, knowledge and skills, (2) school education (integrated experience, vocational association, educational understanding) (3) natural environment (spiritual generation, livelihood choice), (3) economic form (economic type, economic system), (4) local culture (customs, traditional skills, cultural understanding), (5) individual self-organization ability (beliefs, conditions, abilities). Questionnaire theory analysis hypothesis is mainly common. Three research questions have been realized: (1) to explore the main factors affecting the level of human resources and its growth factors; (2) to explore the demographic and categorical differences of human resources based on the revised model of the above-mentioned comprehensive questionnaire; (3) to explore the structural model of growth factors affecting standardized and localized human resources The questionnaire used SPSS11.5 and AMOS 6.0 software to process the data of the structural model. The results showed that: (1) the basic factors affecting the growth of human resources were natural environment, local culture, economic form, school education, individual self-organization ability, and had a specific path of action. There is a long-standing primitive field (spatial domain) - "natural environment", "local culture", "economic form". These three relationships exist: "natural environment" is the initial potential independent variable, it has a positive impact on "local culture" and "economic form", "local culture" and a positive impact on "economic form", the three are respectively positive. (3) There is a secondary field in the growth of human resources - "school education" and "self-organization". There is such a relationship between the two: "school education" has a positive impact on "self-organization" and "human quality", "self-organization" has a positive impact on "human quality". (4) There is a standard of existence. The classification differentiation of localized human resources and localized human resources; the growth process of the two is different, and the influencing factors are also different in the way and degree of effect: "School education" on the growth of standardized human resources is far more than the impact of the growth of the seven localized human resources, and "self-organization" on the growth of localized human resources is far more than the counterpart. (5) Primary and secondary fields have different effects on standard human resources and localized human resources. The total effect of secondary field on the growth of standardized human resources mainly comes from the direct effect, and the total effect on the growth of localized human resources mainly comes from the direct effect, that is, the role of secondary field is mainly direct. (6) Human resources growth does not exist gender, nationality, nationality. Significant differences in equal latitude exist, but there are significant differences in education, age and other latitudes.
Seven original human resource growth cases from three places in Southwest China explain and extract the inherent rules of human resource growth from the qualitative level, which can be found: (1) the real existence of human resource differences; (2) the complexity of human resource life; (3) the growth factors and functions of human resources; (4) the main mechanism of human resource growth. Physical performance; (5) the educational attribute of human resources.
Based on quantitative research, case analysis and theoretical deduction, the spatial field of human resource growth is a network with a central structure and spread around. The network is composed of four levels of systems: micro system, meso system, exosystem and macro system. The educational mechanism of human resource growth is manifested in the adaptive evolution of individual self-organization, the interaction between individual self-organization system and external system, and the interaction between individual self-organization system and external system. The reasonable paradigm of promoting the growth of human resources by education should be to construct the Habital and Tension of promoting the growth of human resources by education.
【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G521
【引证文献】
相关期刊论文 前1条
1 吴晓蓉;;中国教育人类学研究述评[J];民族研究;2010年02期
相关硕士学位论文 前1条
1 汤莹滨;湖北省人力资源与教育发展评价研究[D];武汉理工大学;2008年
本文编号：2250648
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