本文選題：教育公平 + 農(nóng)村教育公平　； 參考：《湘潭大學(xué)》2009年碩士論文

【摘要】：教育公平問(wèn)題是當(dāng)今教育界的一個(gè)熱點(diǎn)問(wèn)題,引起了很多的關(guān)注和討論。自改革開(kāi)放特別是黨的十七大以來(lái),我國(guó)雖然在農(nóng)村基礎(chǔ)教育方面實(shí)現(xiàn)了歷史性突破,基本普及了九年制義務(wù)教育,甚至在農(nóng)村全面實(shí)行免費(fèi)義務(wù)教育,中國(guó)教育從基本滿足需要到開(kāi)始追求更好更理想的教育。但由于經(jīng)濟(jì)、歷史和社會(huì)等多方面原因,我國(guó)農(nóng)村學(xué)�；A(chǔ)薄弱,在師資隊(duì)伍、辦學(xué)條件、教育質(zhì)量、教學(xué)手段與效果等方面,與城市學(xué)校仍然存在著很大的差距,基礎(chǔ)教育資源配置不均衡的問(wèn)題仍比較突出,特別是教育投入不足和教育政策的失衡仍然存在。目前農(nóng)村教育處在一個(gè)非常尷尬的局面：教師問(wèn)題正在成為新的瓶頸,教育品質(zhì)降低,農(nóng)村留守兒童的出現(xiàn),“隔代教育”的盛行等。實(shí)現(xiàn)農(nóng)村地區(qū)教育公平就是要求我們充分認(rèn)識(shí)到農(nóng)村地區(qū)教育不公平現(xiàn)狀,探討影響我國(guó)實(shí)現(xiàn)農(nóng)村地區(qū)教育公平的現(xiàn)實(shí)困境,深入調(diào)查,因地制宜,拿出一系列切實(shí)可行的實(shí)現(xiàn)我國(guó)農(nóng)村地區(qū)教育公平的有效對(duì)策,以充分體現(xiàn)教育資源的公共性、教育的公益性、政府的主導(dǎo)性和政策的公正性,讓公共教育資源更多地向貧困地區(qū)、農(nóng)村地區(qū)傾斜,推動(dòng)農(nóng)村同城鎮(zhèn)、中西部同東部的教育協(xié)調(diào)發(fā)展,逐步實(shí)現(xiàn)基本公共教育服務(wù)均等化,促進(jìn)我國(guó)教育均衡發(fā)展。
[Abstract]:The issue of educational fairness is a hot issue in the field of education, which has attracted much attention and discussion. Since the reform and opening up, especially the 17th National Congress of the Party, although our country has achieved a historic breakthrough in basic education in rural areas, it has basically popularized nine-year compulsory education, and even fully implemented free compulsory education in rural areas. Chinese education from the basic needs to start to pursue better and more ideal education. However, due to various reasons, such as economy, history and society, the foundation of rural schools in China is weak, and there is still a big gap between rural schools and urban schools in terms of teachers, school conditions, educational quality, teaching methods and effects, etc. The problem of unbalanced allocation of basic education resources is still prominent, especially the insufficient investment in education and the imbalance of educational policies. At present, the rural education is in a very awkward situation: the teacher problem is becoming a new bottleneck, the quality of education is declining, the appearance of rural left-behind children, the prevalence of "alternate education" and so on. To realize the education equity in rural areas requires us to fully recognize the present situation of education inequity in rural areas, to probe into the practical difficulties that affect the realization of education equity in rural areas, to investigate deeply and to take measures according to local conditions. Put forward a series of practical and effective countermeasures to realize the educational fairness in rural areas of our country, so as to fully reflect the publicity of educational resources, the public welfare of education, the leading role of the government and the fairness of the policy. We should make public education resources more inclined to poor areas and rural areas, promote the coordinated development of education between the central and western regions and the eastern part of the country, and gradually realize the equalization of basic public education services and promote the balanced development of education in our country.
【學(xué)位授予單位】：湘潭大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G521

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 李明翔;農(nóng)村留守中學(xué)生成長(zhǎng)過(guò)程中所出現(xiàn)的問(wèn)題及對(duì)策[D];華中師范大學(xué);2012年

，

本文編號(hào)：2072598