论基本公共服务均等化视域下的农村义务教育体系构建

发布时间：2018-06-11 11:09

本文选题：农村义务教育 + 基本公共服务均等化　；参考：《南京大学》2015年硕士论文

【摘要】：义务教育是实现持续和健康发展的国之大计,义务教育的实施情况,在一定程度上直接决定了一个国家的整体国民素质,进而影响到整个的社会经济发展,同时更是以人为本的起点和归宿。自十六届五中全会正式提出建立基本公共服务体系,实现基本公共服务均等化以来,义务教育作为基本公共服务的重要内容更日益引起人们的重视。而对目前还是农业大国的中国来说,农业人口所占的比例(46.27%)更是决定了农村义务教育的重要地位。但是农村义务教育的现实情况却是堪忧,首先,农村义务教育本身存在着资金短缺、师资匮乏、设备资源不足、入学率低和辍学率高、流动人口受教育苦难等客观问题；其次,农村义务教育与城市义务教育两者之间在硬件资源和软件资源上的巨大差异,也使得农村发展更为缓慢和滞后,与城乡二元制形成了某种形式的恶性循环；再次,就算是单独从农村义务教育角度来看,不同地区差异巨大,特别是中西部地区农村义务教育甚至普及率都成为很大问题；最后,农村义务教育近年来的“悬浮型”现象日益严重,导致农村从根本上与社会形成了文化断裂与脱节。本文基于基本公共服务均等化的视角,对农村义务教育的均等化与均等化基础上的市场化进行了讨论。文章首先对选题背景、思路和研究方法、创新和不足进行了说明,并对迄今为止相关领域的主要文献进行了梳理；其次对文章涉及到的主要概念、相关理论基础进行了阐述,以作为本文的理论基础与支撑,同时也奠定本文的价值取向；同时,文章还以数据的形式(主要来源于中国统计年鉴和中国教育统计年鉴,以及相关基于此的整理数据)说明农村义务教育的非均等化现象,通过简述农村义务教育五个主要的发展阶段,提出当今农村义务教育在新的税费改革等政策下的财政总量不足、城乡发展不均衡和地区发展不平衡的现状；接下来文章对农村义务教育的相关群体进行了分析,阐述了政府作为公共物品提供者作为农村义务教育供给的主体,学龄儿童是作为村义务教育的受众,父母作为义务教育监督者和近年兴起的网络对于农村义务教育实施过程中的重要作用,以及互动关系,为接下来探讨形成农村义务教育多元化供给体系的可能性做好理论准备；文章最后针对问题提出了一定的解决方法,主要围绕农村义务教育的供给方式展开讨论,得出了农村义务教育作为公共产品以政府供给为主、根据经济发展水平市场适度参与、偏远和欠发达地区第三部门和志愿者补充参与,并借助信息时代网络化的力量扩大社会参与的农村义务教育联合供给体系,同时建立相应的监督体系,以实现农村义务教育保的均等化为基本目标,并能在有条件地区实现根据需求的多层次化为更高层次目的。
[Abstract]:Compulsory education is a national plan to achieve sustained and healthy development. To a certain extent, the implementation of compulsory education directly determines the overall national quality of a country, and then affects the entire social and economic development. At the same time, it is the starting point and destination of people-oriented. Since the Fifth Plenary session of the 16th Central Committee formally proposed the establishment of a basic public service system to achieve the equalization of basic public services, compulsory education as an important content of basic public services has attracted more and more attention. For China, which is still a big agricultural country, the proportion of agricultural population is 46.27%, which determines the important status of rural compulsory education. However, the reality of compulsory education in rural areas is worrying. Firstly, there are some objective problems in rural compulsory education, such as the shortage of funds, the shortage of teachers, the shortage of equipment resources, the low enrolment rate and high drop-out rate, the suffering of the floating population in education, and so on. The huge difference between rural compulsory education and urban compulsory education in hardware and software resources also makes rural development slower and lagged, and forms a vicious circle with urban-rural dualism. Even from the point of view of rural compulsory education alone, there are great differences between different regions, especially in the central and western regions, where compulsory education and even the popularization rate become a big problem. Finally, In recent years, the phenomenon of "suspended type" in rural compulsory education is becoming more and more serious, which leads to the cultural breakage and disconnection between the rural areas and the society. Based on the perspective of equalization of basic public services, this paper discusses the marketization of rural compulsory education on the basis of equalization and equalization. Firstly, the paper explains the background, ideas and research methods, innovations and deficiencies, and combs the main literature in related fields so far. Secondly, it expounds the main concepts and related theoretical basis of the article. As the theoretical basis and support of this paper, it also establishes the value orientation of this paper, meanwhile, it also takes the form of data (mainly from the China Statistical Yearbook and the China Education Statistics Yearbook). And related data based on this) to explain the phenomenon of rural compulsory education non-equalization, through a brief description of rural compulsory education in the five main stages of development, The paper points out that the current situation of the rural compulsory education under the new tax and fee reform policy is not enough, the development of urban and rural areas is not balanced and the regional development is not balanced. Next, the article analyzes the related groups of rural compulsory education. This paper expounds that the government, as the provider of public goods, is the main body of the supply of compulsory education in rural areas, and the school-age children are the audience of compulsory education in the village. Parents, as supervisors of compulsory education and the network rising in recent years, play an important role in the implementation of rural compulsory education, as well as the interactive relationship, to explore the possibility of forming a diversified supply system of compulsory education in rural areas. Finally, the article puts forward some solutions to the problem, mainly focusing on the rural compulsory education supply mode, and draws the conclusion that rural compulsory education as a public product is mainly provided by the government, according to the level of economic development, the market is moderately involved. In remote and underdeveloped areas, the third sector and volunteers supplement their participation, and with the help of the power of networking in the information age, they expand the joint supply system of rural compulsory education in which society participates, and at the same time establish a corresponding supervision system. The basic goal is to realize the equalization of compulsory education guarantee in rural areas, and to achieve a higher level goal according to the demand in the conditional areas.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G522.3

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