【摘要】：留守兒童是我國在城鎮(zhèn)化過程中出現(xiàn)的一個新群體,農(nóng)民工進城務工,留在家鄉(xiāng)上學與生活的兒童稱為留守兒童,大量的留守兒童遠離父母,再者留守兒童屬于弱勢群體的范疇,容易出現(xiàn)親情缺失、監(jiān)護不周、教育不及時、監(jiān)護人教育不到位等問題。在國家對留守兒童重視程度增強,多元化趨勢興起的背景下如何解決留守兒童教育問題與留守兒童教育公共服務供給問題,成為社會研究的重點。本文認為伴隨著經(jīng)濟社會的發(fā)展,外出務工的農(nóng)民工增多,留守兒童教育供給存在諸多問題,主要表現(xiàn)為留守兒童家庭、學校、社會教育方面存在問題;人力資源、物力資源、財力資源供給總量不足;供需結(jié)構(gòu)失衡;以政府單一供給為主留守兒童教育公共服務供給方式不合理;供給的強制報告機制、應急處置機制、評估幫扶機制、監(jiān)護干預機制等不健全都會制約留守兒童教育供給的發(fā)展,不利于留守兒童教育的進步。究其原因為單一的政府供給或者政府過度干涉,主要表現(xiàn)為政府角色不明,法律法規(guī)不完善,宣傳方面不到位,監(jiān)管制度的缺乏以及觀念的偏差。本文通過文獻分析、經(jīng)驗總結(jié)、理論聯(lián)系實際、案例分析等方法對留守兒童教育供給進行研究,同時運用公共管理學的相關理論與留守兒童教育供給實踐相結(jié)合,提出了以政府為主導,多元主體參與的留守兒童教育供給措施。政府作為供給的主導者,通過提供相關政策法規(guī),在投入上適當對留守兒童教育領域傾斜,健全監(jiān)管機制,制定多元主體參與的規(guī)則防止無序競爭局面出現(xiàn);多元主體積極參與,市場在遵循政府制定的規(guī)則前提下介入留守兒童教育市場,非政府組織通過積極運作彌補政府職責不到位,寄宿制學校凸顯自身第一線的作用,構(gòu)建完善的家庭與學校、監(jiān)護人與學校的多方溝通機制,借鑒留守兒童教育公共服務供給的成功經(jīng)驗,實現(xiàn)留守兒童健康成長。
[Abstract]:The left-behind children are a new group in the process of urbanization in our country. Migrant workers go to cities to work, the children who stay in their hometown to go to school and live are called left-behind children, and a large number of left-behind children are far away from their parents. Furthermore, children left behind belong to the category of vulnerable groups, prone to lack of parental affection, inadequate guardianship, education is not timely, guardian education is not in place and so on. How to solve the problem of education of left-behind children and the supply of public service for left-behind children has become the focus of social research under the background of the country paying more attention to left-behind children and the rising trend of pluralism. With the development of economy and society, the number of migrant workers is increasing, and there are many problems in the supply of left-behind children's education, such as family, school, social education, human resources, material resources, etc. Insufficient supply of financial resources; imbalance of supply and demand structure; unreasonable supply of public services for children left behind mainly by government; mandatory reporting mechanism of supply, emergency disposal mechanism, evaluation and support mechanism, The imperfection of monitoring intervention mechanism will restrict the development of education supply for left-behind children, which is not conducive to the progress of left-behind children's education. The reason is the single government supply or excessive government intervention, mainly for the role of the government is unclear, laws and regulations are not perfect, propaganda is not in place, the lack of regulatory system and the concept of deviation. This paper studies the education supply of left-behind children through the methods of literature analysis, experience summary, theory combined with practice and case analysis, and combines the relevant theories of public management with the practice of education supply for left-behind children. This paper puts forward the educational supply measures of left-behind children with the government as the leading factor and multiple subjects participating. The government as the leader of supply, through providing relevant policies and regulations, the appropriate investment in the field of education of left-behind children tilt, improve the supervision mechanism, formulate the rules of participation of multiple subjects to prevent the emergence of disorderly competition; Multiple subjects actively participate, the market intervenes in the education market of left-behind children under the premise of following the rules formulated by the government, non-governmental organizations make up for the lack of responsibility of the government through active operation, boarding schools highlight the role of the front line of their own. To construct a perfect communication mechanism between family and school, guardian and school, and learn from the successful experience of providing public service for left-behind children, and realize the healthy growth of left-behind children.
【學位授予單位】：電子科技大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：D630;G521

【參考文獻】

相關期刊論文 前10條

1 謝星全;;財政分權(quán)、統(tǒng)籌城鄉(xiāng)與公共服務供給[J];軟科學;2016年10期

2 王赫奕;王義保;;基本公共服務領域的供給側(cè)改革[J];重慶社會科學;2016年10期

3 李躍雪;鄔志輝;;新政策背景下特崗計劃的實施現(xiàn)狀與建議[J];教育科學研究;2016年09期

4 徐軍寧;;農(nóng)村小學“留守兒童之家”育人功能的研究[J];西部素質(zhì)教育;2016年16期

5 蔣興海;;新公共管理理論與我國政府管理的現(xiàn)實選擇[J];黑龍江教育(理論與實踐);2016年Z2期

6 楊肖肖;趙辰光;;農(nóng)村公共產(chǎn)品多主體供給研究[J];天津農(nóng)業(yè)科學;2016年07期

7 莫光輝;;精準扶貧:中國扶貧開發(fā)模式的內(nèi)生變革與治理突破[J];中國特色社會主義研究;2016年02期

8 ;《國務院關于加強農(nóng)村留守兒童關愛保護工作的意見》解讀[J];中國民政;2016年06期

9 常旭;;論以人為本的現(xiàn)代學校管理[J];中小學教學研究;2016年02期

10 尚虎平;雷于萱;;政府績效評估:他國啟示與引申[J];改革;2015年11期

，

本文編號：2245104