本文選題：義務(wù)教育資源配置標(biāo)準(zhǔn) + 教育公平��； 參考：《華中科技大學(xué)》2012年博士論文

【摘要】：基本公共服務(wù)作為社會(huì)公共服務(wù)最基本的內(nèi)容，直接關(guān)系到社會(huì)的公平與正義，其均等化日益受到國(guó)家的高度重視。在教育領(lǐng)域，基本公共服務(wù)就是提供均等化的義務(wù)教育，為此，政府提出了義務(wù)教育均衡發(fā)展計(jì)劃�！秶�(guó)家中長(zhǎng)期教育改革和發(fā)展規(guī)劃綱要（2010-2020）》明確提出，均衡發(fā)展是義務(wù)教育的戰(zhàn)略性任務(wù)，政府要均衡配置教師、設(shè)備、圖書(shū)、校舍等各項(xiàng)資源�？梢�(jiàn)均衡配置資源在義務(wù)教育均衡發(fā)展中至關(guān)重要。政府當(dāng)前推進(jìn)義務(wù)教育均衡發(fā)展，實(shí)質(zhì)就是要均衡配置資源。那么，政府應(yīng)該以何種標(biāo)準(zhǔn)來(lái)配置教育資源，就成為義務(wù)教育資源配置中的重要問(wèn)題。 義務(wù)教育資源配置標(biāo)準(zhǔn)研究的歷史發(fā)展脈絡(luò)，經(jīng)歷了從成本視角、收益視角、公平視角到充足視角轉(zhuǎn)變的四個(gè)階段。義務(wù)教育公共產(chǎn)品的屬性，教育成本測(cè)量的困難以及教育收益的滯后性，決定了從成本和收益視角來(lái)分析義務(wù)教育資源配置標(biāo)準(zhǔn)的不適宜性。充足作為義務(wù)教育資源配置標(biāo)準(zhǔn)，需要雄厚的社會(huì)經(jīng)濟(jì)發(fā)展水平作為后盾。我國(guó)經(jīng)濟(jì)還遠(yuǎn)未發(fā)展到那種程度�；诖耍揭暯遣疟容^適合我國(guó)當(dāng)前經(jīng)濟(jì)發(fā)展水平，也比較符合我國(guó)當(dāng)前提出的義務(wù)教育均衡發(fā)展策略，本研究采用公平視角來(lái)進(jìn)行研究。在比較分析四種公平理論的基礎(chǔ)上，本文選擇羅爾斯的正義論作為研究的理論基礎(chǔ)。 對(duì)義務(wù)教育資源配置標(biāo)準(zhǔn)的研究，應(yīng)該放在我國(guó)社會(huì)的時(shí)代背景中。建國(guó)以來(lái)，我國(guó)義務(wù)教育資源配置標(biāo)準(zhǔn)政策經(jīng)歷了兩個(gè)主要的制度變遷階段。一是1949-2000年期間，義務(wù)教育資源配置標(biāo)準(zhǔn)政策追求的是效率邏輯，城市教育國(guó)家辦，農(nóng)村教育農(nóng)民辦。二是2000年稅費(fèi)改革后，義務(wù)教育資源配置標(biāo)準(zhǔn)政策追求的是公平邏輯，國(guó)家實(shí)施了免費(fèi)的義務(wù)教育，并對(duì)弱勢(shì)學(xué)校和弱勢(shì)群體實(shí)行傾斜政策。影響我國(guó)資源配置標(biāo)準(zhǔn)政策變遷的深層結(jié)構(gòu)，主要有改善民生的政治政策、均衡協(xié)調(diào)發(fā)展的經(jīng)濟(jì)政策以及平等博愛(ài)的文化模式。 國(guó)外發(fā)達(dá)國(guó)家的義務(wù)教育資源配置標(biāo)準(zhǔn)給予我國(guó)很多啟示。美國(guó)義務(wù)教育財(cái)政資源的配置是以充足為標(biāo)準(zhǔn)，把公平和效率有機(jī)結(jié)合起來(lái)。各州體現(xiàn)了羅爾斯正義論的財(cái)政中立原則，還實(shí)踐了成本函數(shù)方法、示范學(xué)區(qū)設(shè)計(jì)法和教育專(zhuān)家成本估算法三種財(cái)政資源配置模式。日本的教師資源配置突出了羅爾斯正義論中的差異原則，通過(guò)制定系列法律法規(guī)和定期流動(dòng)制度，保證偏僻地區(qū)義務(wù)教育學(xué)校擁有充足和高質(zhì)量的教師，縮小了學(xué)校之間教師差異，從而縮小學(xué)校之間教育質(zhì)量的差異。 當(dāng)前，以縣為分析單位研究義務(wù)教育財(cái)政資源配置標(biāo)準(zhǔn)尤為重要。本文首先以縣為分析單位，分析W省縣域之間的義務(wù)教育財(cái)政資源配置狀況，然后以學(xué)校為分析單位，分析縣域內(nèi)部的義務(wù)教育財(cái)政資源配置狀況。通過(guò)采用平均值、標(biāo)準(zhǔn)差、中位數(shù)、極差、限制極差、差異系數(shù)、麥克倫指數(shù)、沃斯特根指數(shù)、生均預(yù)算教育經(jīng)費(fèi)支出與人均財(cái)政支出的相關(guān)關(guān)系，計(jì)算義務(wù)教育財(cái)政資源配置的三種公平狀況。測(cè)算結(jié)果發(fā)現(xiàn)，普通初中的財(cái)政資源配置比普通小學(xué)更為公平；縣域之間的橫向公平的程度比縱向公平高；各個(gè)縣市基本都遵循從低位均衡到 高位均衡的路徑行進(jìn)。本文提出了建構(gòu)新的義務(wù)教育財(cái)政資源配置標(biāo)準(zhǔn)的政策建議：按照羅爾斯正義論的財(cái)政中立原則，完善財(cái)政轉(zhuǎn)移制度；在義務(wù)教育不同類(lèi)型中，更加重視對(duì)普通小學(xué)的財(cái)政投入；在義務(wù)教育學(xué)校不同地域中，加大對(duì)城鎮(zhèn)和農(nóng)村義務(wù)教育學(xué)校的財(cái)政投入。 義務(wù)教育教師資源配置是義務(wù)教育資源配置的核心，是實(shí)現(xiàn)教育公平的重要保障。本文以W省為例，按照現(xiàn)有的教師配置標(biāo)準(zhǔn)，計(jì)算了W省120個(gè)縣市義務(wù)教育階段學(xué)校教師超（缺）編狀況，發(fā)現(xiàn)大部分地市州普通中小學(xué)教師處于超編狀態(tài)，特別是農(nóng)村小學(xué)教師超編嚴(yán)重。這種超編狀況不符合農(nóng)村小學(xué)的現(xiàn)實(shí)境遇。本文以羅爾斯《正義論》中的差異原則為理論基礎(chǔ)，以班師比和分類(lèi)班額為依據(jù)，設(shè)計(jì)新的普通小學(xué)教師資源配置標(biāo)準(zhǔn)和模型，改變目前只根據(jù)在校生數(shù)配置教師的做法，從而以保障農(nóng)村普通小學(xué)教學(xué)的正常運(yùn)轉(zhuǎn)。
[Abstract]:As the basic content of social public service, the basic public service is directly related to the fairness and justice of the society. The equalization of the public service is paid more and more attention by the state. In the field of education, the basic public service is to provide equal compulsory education. Therefore, the government has put forward a balanced development plan for the education of justice. And the development plan outline (2010-2020) clearly stated that balanced development is the strategic task of compulsory education. The government should allocate the resources of teachers, equipment, books and school buildings in a balanced way. It can be seen that the balanced allocation of resources is very important in the balanced development of compulsory education. The government should promote balanced development of compulsory education at present, in essence it is to balance the allocation of resources. So, what kind of standards the government should allocate to educational resources has become an important issue in the allocation of resources for compulsory education.
The historical development of the research on the allocation standard of compulsory education resources has gone through four stages from the cost perspective, the income perspective, the fair perspective and the sufficient angle of view. The attribute of the compulsory education public products, the difficulty of the measurement of education cost and the lag of the educational income, have decided to analyze the compulsory education resources from the perspective of cost and income. It is not suitable for the allocation standard. As the standard of allocation of compulsory education resources, we need a strong social and economic development level as the backing. China's economy is still far from developing to that level. Based on this, the fair perspective is more suitable for the current economic development level of our country, and is more in line with the balanced development policy of compulsory education in our country. On the basis of the comparative analysis of the four theories of fairness, this paper chooses Rawls's theory of justice as the theoretical basis of the study.
The research on the allocation standard of compulsory education resources should be placed in the background of our society. Since the founding of the people's Republic of China, the standard policy of the allocation of resources for compulsory education in China has experienced two main stages of institutional change. One is the 1949-2000 year period, the policy of the allocation standard of compulsory education resources is the efficiency logic, the city education state and the countryside. After the reform of the tax and fees in 2000, two, after the reform of tax and fee in 2000, the policy of the allocation standard of compulsory education resources is a fair logic, the State implements free compulsory education, and implements the policy of inclined to the disadvantaged and disadvantaged groups. It has a deep structure affecting the policy changes of the standard of resource allocation in China, mainly including political policies to improve the people's livelihood, and the equilibrium association. The economic policy of development and the cultural mode of equality and fraternity.
The allocation standard of compulsory education resources in developed countries has given us a lot of inspiration. The allocation of the financial resources of compulsory education in the United States is to combine equity and efficiency with sufficient standards. The States reflect the fiscal neutrality principle of Rawls's justice theory, and practice the method of cost function, demonstration area design method and educational experts. Three types of financial resources allocation model of this method. The allocation of teacher resources in Japan has highlighted the difference principle in Rawls's justice theory. By formulating a series of laws and regulations and regular flow system, the compulsory education schools in remote areas have sufficient and high quality teachers to narrow the teachers' differences between schools, thus reducing the teaching between schools. Differences in quality of breeding.
At present, it is very important to study the allocation standard of financial resources of compulsory education by the county as an analysis unit. Firstly, this paper takes county as an analysis unit, analyzes the state of financial resources allocation of compulsory education between counties in W Province, and then analyzes the situation of the allocation of financial resources in compulsory education within the county area by the school as an analysis unit. The median, the extreme, the limit limit, the difference coefficient, the Mackalonee index, the Verstegen index, the relationship between the expenditure on the budget of the average budget and the per capita financial expenditure, and the three fair conditions of the allocation of financial resources in compulsory education. The level of horizontal fairness is higher than that of vertical justice.
This paper proposes a policy proposal to construct a new financial resource allocation standard for compulsory education: in accordance with the fiscal neutrality principle of Rawls's justice theory, the fiscal transfer system is perfected; in the different types of compulsory education, it pays more attention to the financial input to the ordinary primary school; and in the different regions of the compulsory education school, Financial input to schools for compulsory education in urban and rural areas.
The resource allocation of compulsory education teachers is the core of the allocation of compulsory education resources and an important guarantee for the realization of educational equity. This paper, taking W Province as an example, calculates the super (lack) status of school teachers in 120 counties and cities in W province according to the existing teacher allocation standards, and finds that the ordinary primary and secondary school teachers in the large part of the city are in a superstate state. In this paper, based on the difference principle of Rawls < justice > as the theoretical basis, based on the ratio of class teachers and class classes, this paper designs a new standard and model for the allocation of resources in primary school teachers, and changes the current allocation of teachers according to the number of students. In order to ensure the normal operation of rural primary schools.
【學(xué)位授予單位】：華中科技大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：G522.3

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