欠發(fā)達地區(qū)縣域內城鄉(xiāng)義務教育均衡發(fā)展研究
發(fā)布時間：2019-01-06 06:23
【摘要】：教育公平思想是馬克思主義思想理論的精神大夏。馬克思主義關于教育公平問題的論述是在批判舊唯物主義關于人與教育的關系和對資產階級教育公平思想的批判中產生的,整體來說是在批判中詮釋教育公平的思想。馬克思主義關于教育公平正面闡述為:享有平等的受教育權,社會結構與教育發(fā)展互相制約,教育的最終目標是實現(xiàn)人的自由全面發(fā)展。中國共產黨學習和借鑒馬克思主義關于社會公平的理論和關于教育的相關論述,結合自身的實際情況,不斷提出普及義務教育、促進義務教育均衡發(fā)展,這成為中國共產黨教育公平思想的主要內容。教育是民族振興的基石。教育公平是實現(xiàn)社會公平的重要途徑。隨著經濟水平的提高和教育工作目標的逐步推進,人民群眾對義務教育的需求由“有學上”轉變?yōu)椤吧虾脤W”,教育領域存在著優(yōu)質教育資源供給不足與人民群眾日益強烈的需求之間的突出矛盾。當前義務教育均衡發(fā)展作為教育領域的一個熱點問題,主要是針對地區(qū)之間、城鄉(xiāng)之間、校際之間的非均衡發(fā)展而提出。欠發(fā)達地區(qū)義務教育普遍存在著教育資金投入不足、辦學條件參差不齊、師資力量分配不均等問題。這種不均衡的發(fā)展狀態(tài)長期存在,勢必導致教育不公平。因此,促進欠發(fā)達地區(qū)義務教育均衡發(fā)展,將是我國義務教育改革的重要目標,也是各級政府教育工作的重中之重。本文以中部欠發(fā)達地區(qū)中陽縣為例,通過理論分析和實踐調研相結合的方法對這一問題進行論證分析。第一章為緒論,主要從選題背景、研究綜述和研究方法等發(fā)面展開,為后續(xù)研究做好鋪墊。第二章為理論分析,主要解析馬克思主義教育公平思想的科學內涵。主要包括馬克思教育公平思想的理論來源、主要內容和未來構想三個部分。第三章為歷史考察,主要闡述中國共產黨教育公平思想的歷史演進,中國共產黨立在吸收借鑒國外馬克思主義教育公平思想的基礎上,結合自身實際情況在不同時期形成不同形式的教育公平思想。第四章為實證分析,通過調查中陽縣縣城中小學和鄉(xiāng)鎮(zhèn)中小學,收集相關資料和數(shù)據(jù),系統(tǒng)分析城鄉(xiāng)義務教育非均衡發(fā)展的表現(xiàn)形式以及形成原因;第五章為對策分析,靈活運用馬克思主義教育公平思想的科學內涵,結合相關已有研究,堅持共享發(fā)展、協(xié)調發(fā)展和以人為本的發(fā)展理念,加大欠發(fā)達地區(qū)鄉(xiāng)鎮(zhèn)義務教育學校教育投入,優(yōu)化鄉(xiāng)鎮(zhèn)義務教育學校教師資源配置,加強鄉(xiāng)鎮(zhèn)義務教育學校信息化建設,從而推動欠發(fā)達地區(qū)城鄉(xiāng)義務教育均衡發(fā)展。
[Abstract]:The thought of educational fairness is the spirit of Marxist thought theory. The exposition of Marxism on the issue of educational fairness is the result of criticizing the relationship between man and education in the old materialism and the critique of the bourgeoisie educational fairness thought, and it is the interpretation of the educational fairness thought in the critique as a whole. The positive exposition of Marxism about educational fairness is: enjoy equal right to receive education, social structure and educational development restrict each other, the ultimate goal of education is to realize the free and all-round development of human beings. The Communist Party of China has been studying and drawing lessons from Marxist theory on social equity and related expositions on education, and combining with its own actual situation, it has constantly proposed to popularize compulsory education and promote the balanced development of compulsory education. This becomes the main content of the Communist Party of China education fair thought. Education is the cornerstone of national rejuvenation. Education equity is an important way to realize social justice. With the improvement of the economic level and the gradual advancement of the goal of educational work, the people's demand for compulsory education has changed from "having studies" to "learning well". There is an outstanding contradiction between the shortage of quality educational resources and the increasing demand of the people in the field of education. At present, the balanced development of compulsory education is a hot issue in the field of education, which is mainly aimed at the unbalanced development between regions, between urban and rural areas and between schools. In underdeveloped areas, there are many problems in compulsory education, such as insufficient investment in education funds, uneven conditions for running schools and unequal distribution of teachers. This unbalanced state of development exists for a long time, which will inevitably lead to unfairness in education. Therefore, to promote the balanced development of compulsory education in less developed areas will be an important goal of compulsory education reform in China, and it will also be the most important part of the education work of governments at all levels. This paper takes Zhongyang County in the underdeveloped area of the central China as an example to demonstrate and analyze this problem by combining theoretical analysis with practical investigation. The first chapter is the introduction, mainly from the topic background, research summary and research methods, etc. The second chapter is the theoretical analysis, mainly analyzes the scientific connotation of Marxist educational fairness thought. It mainly includes three parts: the theoretical source, the main content and the future conception of Marx's educational fairness thought. The third chapter is the historical investigation, mainly expounding the historical evolution of the CPC's educational fairness thought. The CPC stands on the basis of absorbing and drawing lessons from the Marxist educational fairness thought of foreign countries. Combining with its own actual situation, different forms of educational fairness thought are formed in different periods. The fourth chapter is the empirical analysis, through the investigation of primary and secondary schools in Zhongyang county and township primary and secondary schools, collect relevant information and data, systematic analysis of urban and rural compulsory education unbalanced development and the formation of the form; The fifth chapter is the countermeasure analysis, uses the scientific connotation of Marxism education fair thought flexibly, unifies the correlation existing research, adheres to the shared development, the coordinated development and the people-oriented development idea. In order to promote the balanced development of urban and rural compulsory education in underdeveloped areas, we should increase the input of compulsory education schools in towns and villages, optimize the allocation of teachers' resources and strengthen the informatization construction of compulsory education schools in towns and villages.
【學位授予單位】：太原理工大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G522.3
本文編號：2402458
[Abstract]:The thought of educational fairness is the spirit of Marxist thought theory. The exposition of Marxism on the issue of educational fairness is the result of criticizing the relationship between man and education in the old materialism and the critique of the bourgeoisie educational fairness thought, and it is the interpretation of the educational fairness thought in the critique as a whole. The positive exposition of Marxism about educational fairness is: enjoy equal right to receive education, social structure and educational development restrict each other, the ultimate goal of education is to realize the free and all-round development of human beings. The Communist Party of China has been studying and drawing lessons from Marxist theory on social equity and related expositions on education, and combining with its own actual situation, it has constantly proposed to popularize compulsory education and promote the balanced development of compulsory education. This becomes the main content of the Communist Party of China education fair thought. Education is the cornerstone of national rejuvenation. Education equity is an important way to realize social justice. With the improvement of the economic level and the gradual advancement of the goal of educational work, the people's demand for compulsory education has changed from "having studies" to "learning well". There is an outstanding contradiction between the shortage of quality educational resources and the increasing demand of the people in the field of education. At present, the balanced development of compulsory education is a hot issue in the field of education, which is mainly aimed at the unbalanced development between regions, between urban and rural areas and between schools. In underdeveloped areas, there are many problems in compulsory education, such as insufficient investment in education funds, uneven conditions for running schools and unequal distribution of teachers. This unbalanced state of development exists for a long time, which will inevitably lead to unfairness in education. Therefore, to promote the balanced development of compulsory education in less developed areas will be an important goal of compulsory education reform in China, and it will also be the most important part of the education work of governments at all levels. This paper takes Zhongyang County in the underdeveloped area of the central China as an example to demonstrate and analyze this problem by combining theoretical analysis with practical investigation. The first chapter is the introduction, mainly from the topic background, research summary and research methods, etc. The second chapter is the theoretical analysis, mainly analyzes the scientific connotation of Marxist educational fairness thought. It mainly includes three parts: the theoretical source, the main content and the future conception of Marx's educational fairness thought. The third chapter is the historical investigation, mainly expounding the historical evolution of the CPC's educational fairness thought. The CPC stands on the basis of absorbing and drawing lessons from the Marxist educational fairness thought of foreign countries. Combining with its own actual situation, different forms of educational fairness thought are formed in different periods. The fourth chapter is the empirical analysis, through the investigation of primary and secondary schools in Zhongyang county and township primary and secondary schools, collect relevant information and data, systematic analysis of urban and rural compulsory education unbalanced development and the formation of the form; The fifth chapter is the countermeasure analysis, uses the scientific connotation of Marxism education fair thought flexibly, unifies the correlation existing research, adheres to the shared development, the coordinated development and the people-oriented development idea. In order to promote the balanced development of urban and rural compulsory education in underdeveloped areas, we should increase the input of compulsory education schools in towns and villages, optimize the allocation of teachers' resources and strengthen the informatization construction of compulsory education schools in towns and villages.
【學位授予單位】：太原理工大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G522.3
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