本文選題：發(fā)展中國家 + 教育發(fā)展　； 參考：《華東師范大學(xué)》2008年博士論文

【摘要】： 諾貝爾經(jīng)濟學(xué)獎獲得者西奧多·舒爾茨(Theordore W.Schultz)指出,世界上大多數(shù)人是貧窮的,所以如果我們懂得了窮人的經(jīng)濟學(xué),也就懂得了許多真正重要的經(jīng)濟學(xué)原理(Schultz,1993:1)。同樣,世界上大多數(shù)國家是貧窮的,所以如果我們懂得了窮國的教育發(fā)展道路,也就是懂得了許多真正的教育發(fā)展特征與模式。本研究以戰(zhàn)后發(fā)展中國家教育發(fā)展模式為研究對象,立足于我國當(dāng)前教育改革發(fā)展中面臨的現(xiàn)實問題,探究同屬一個檔次的發(fā)展中人口大國教育發(fā)展之經(jīng)驗,力圖整體把握發(fā)展中人口大國在教育發(fā)展過程中的總趨勢、規(guī)律與主要特征,明確未來教育發(fā)展方向,擺脫教育依附,實現(xiàn)教育解放,以便為教育決策提供參考,更加有利于我國教育改革的順利進行和社會的健康發(fā)展。 本論文包括緒論和三個部分。緒論部分主要介紹了本研究的意義、概念與方法。筆者首先從教育發(fā)展模式、發(fā)展中國家、比較研究三個維度闡述了研究的意義,并對重要概念(如發(fā)展中國家、發(fā)展教育、發(fā)展模式、教育發(fā)展模式)進行了界定,然后指出本研究目的在于歸納并揭示發(fā)展中國家教育發(fā)展的經(jīng)濟增長、社會正義、政治、文化模式,探討發(fā)展中國家的教育發(fā)展與經(jīng)濟發(fā)展、社會發(fā)展等的關(guān)系,揭示發(fā)展中國家教育發(fā)展的效率與公平、依附與獨立、數(shù)量與質(zhì)量的博弈關(guān)系(見研究設(shè)計圖1.0.1)。論文采用了理想類型、量化研究與歷史比較的方法來探討這一主題。 第一部分主要歸納并揭示了發(fā)展中國家教育發(fā)展的經(jīng)濟增長、社會正義、政治與文化發(fā)展四種模式。第一章是發(fā)展與發(fā)展理論的學(xué)術(shù)史考察,重在梳理學(xué)者對發(fā)展的認識(如依附理論/世界系統(tǒng)論、現(xiàn)代化理論、人力資本理論等等)及發(fā)展的其他范式與學(xué)科視角。第二章至第五章運用馬克思韋伯的理想類型工具揭示了發(fā)展中國家的四種發(fā)展模式。筆者認為,發(fā)展中國家的教育發(fā)展主要是經(jīng)濟增長與社會正義模式的博弈。同時,發(fā)展中國家的教育發(fā)展模式也包括政治、國際組織及文化模式。 第二部分?jǐn)?shù)據(jù)分析主要解決三個問題,發(fā)展中國家與發(fā)達國家的教育指標(biāo)是否存在差異,二者差異程度如何?發(fā)展中國家與發(fā)達國家在經(jīng)濟發(fā)展、社會正義、性別維度、人口維度和教育維度幾個層面有多大程度的不同?就發(fā)展中國家與發(fā)達國家總體而言,經(jīng)濟發(fā)展、社會正義、性別維度、人口維度和教育維度幾個層面對教育指標(biāo)在多大程度上有不同的影響?本部分采用量化研究,通過運行spss15.0,對自變量與因變量進行描述性分析與相關(guān)分析,探討發(fā)展中國家及發(fā)達國家的經(jīng)濟發(fā)展、社會正義與教育發(fā)展之間的關(guān)系。 第三部分為歷史比較研究,主要從歷史與比較兩個維度展開。歷時比較部分追溯了發(fā)展中國家教育發(fā)展模式的演進及南非等發(fā)展中國家的教育發(fā)展歷程。論文的最后一章從橫向的教育效率與公平、教育依附與獨立、教育數(shù)量與質(zhì)量三個維度對發(fā)展中國家的教育發(fā)展模式進行了比較研究。 總之,發(fā)展中國家的教育發(fā)展模式具有一定的規(guī)律與特征,包括經(jīng)濟增長、社會正義、政治、文化模式。發(fā)展中國家的教育發(fā)展模式在效率與公平、依附與獨立、數(shù)量與質(zhì)量之間博弈。所以,發(fā)展中國家需要把握其中的微妙平衡,在實踐中不斷探索與調(diào)整。
[Abstract]:The Nobel prize winner of economics, Theodore Schulz (Theordore W.Schultz), points out that most people in the world are poor, so if we understand the economics of poor people, they understand many really important principles of Economics (Schultz, 1993:1). Similarly, most countries in the world are poor, so if we know it The educational development path of the poor countries is to understand many real educational development features and patterns. This study, based on the actual problems faced by the current educational reform and development in China, is based on the practical problems faced by the current educational reform and development in China, and tries to explore the experience of the education and development of a large population in the same class. In order to grasp the general trend, the law and the main characteristics of the developing population in the course of education development, we should clear the direction of the future education development, get rid of the education and realize the liberation of education, so as to provide reference for the educational decision, which is more conducive to the smooth progress of our educational reform and the healthy development of the society.
This paper includes introduction and three parts. The introduction mainly introduces the significance, concept and method of this study. The author first defines the significance of the research from the educational development model, the developing countries and the comparative study of three dimensions, and defines the important concepts, such as the developing countries, the development education, the development model and the educational development model. Then the purpose of this study is to conclude and reveal the economic growth of educational development in developing countries, social justice, political and cultural patterns, and to explore the relationship between educational development and economic development and social development in developing countries, and to reveal the game relationship between the efficiency and equity of educational development in developing countries, dependence and independence, and the quantity and quality of education. (see research design diagram 1.0.1). The thesis adopts the ideal type, quantitative research and historical comparison method to explore this topic.
The first part mainly summarizes and reveals the four modes of economic growth, social justice, political and cultural development in developing countries. The first chapter is the study of the academic history of the theory of development and development, and the emphasis is on the understanding of the development of scholars (such as dependency theory / World System Theory, modernization theory, human capital theory and so on) and development. Other paradigms and subject perspectives. The second to fifth chapters use the ideal type tools of Marx Webb to reveal the four development patterns of developing countries. The author believes that the development of education in developing countries is mainly a game between economic growth and social justice. Interorganizational and cultural patterns.
The second part of the data analysis mainly solves three problems, whether there are differences in education indicators between developing countries and developed countries, how are the differences between the two, and how many different levels are the developing countries and developed countries in economic development, social justice, gender dimension, population dimension and education dimension? Developing countries and developing countries and developing countries In general, how many different levels of economic development, social justice, gender dimension, population dimension and educational dimension have different effects on educational indicators? This part uses quantitative research and describes and analyses independent variables and dependent variables through the operation of SPSS15.0, and discusses developing countries and developed countries. The relationship between economic development, social justice and educational development.
The third part is a historical comparative study, mainly from the two dimensions of history and comparison. The diachronic comparative part traces the evolution of the developing mode of educational development in developing countries and the educational development course of developing countries such as South Africa. The last chapter of the thesis is from the horizontal education efficiency and fairness, education dependence and independence, the quantity and quality of education three. Dimensions of educational development in developing countries are compared.
In a word, the educational development mode of developing countries has certain laws and characteristics, including economic growth, social justice, political and cultural patterns. The educational development mode of developing countries is in efficiency and fairness, dependence and independence, and the game between quantity and quality. Therefore, the development of the Chinese family needs to grasp the delicate balance in practice. Exploration and adjustment.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2008
【分類號】：G40-059.3

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