本文選題：城鄉(xiāng)教育一體化　切入點(diǎn)：動(dòng)力機(jī)制　出處：《天津大學(xué)》2010年博士論文

【摘要】：長(zhǎng)期以來,我國(guó)城鄉(xiāng)分割的二元經(jīng)濟(jì)結(jié)構(gòu)和教育制度,造就了城鄉(xiāng)教育的巨大差異和農(nóng)村優(yōu)質(zhì)教育資源的短缺。追求“有質(zhì)量的教育公平”成為推進(jìn)教育現(xiàn)代化和民主化進(jìn)程必須破解的難題,城鄉(xiāng)教育一體化成為重要的戰(zhàn)略任務(wù)。 本文通過文獻(xiàn)查閱及社會(huì)調(diào)查,全面、系統(tǒng)地論證了城鄉(xiāng)教育一體化的理論體系;總結(jié)了我國(guó)城鄉(xiāng)教育一體化取得的成就,分析了我國(guó)城鄉(xiāng)教育存在的差距;歸納和總結(jié)美國(guó)、日本、韓國(guó)等國(guó)促進(jìn)城鄉(xiāng)教育均衡發(fā)展的具體做法和中國(guó)可以汲取的經(jīng)驗(yàn);運(yùn)用系統(tǒng)科學(xué)理論研究城鄉(xiāng)教育一體化的動(dòng)力機(jī)制,對(duì)其進(jìn)行戰(zhàn)略設(shè)計(jì);建立能夠反映城鄉(xiāng)教育一體化的指標(biāo)體系,采用層次分析方法評(píng)價(jià)各省市城鄉(xiāng)教育一體化的水平,最后提出政策和建議。 本文主要研究?jī)?nèi)容和結(jié)論包括:(1)建國(guó)60年來,我國(guó)城鄉(xiāng)教育取得了巨大的成就,為工業(yè)化、城市化和現(xiàn)代化奠定了堅(jiān)實(shí)的人才基礎(chǔ)和智力保障。由于城鄉(xiāng)教育存在的巨大差距,教育均衡發(fā)展和教育公平問題受到了廣泛關(guān)注,推進(jìn)城鄉(xiāng)教育一體化已成為一種共識(shí)、理念和趨勢(shì)。(2)構(gòu)建城鄉(xiāng)教育一體化動(dòng)力機(jī)制模型,確定了城鄉(xiāng)教育一體化的直接動(dòng)力因子,包括政府、農(nóng)民、教育發(fā)展、城鄉(xiāng)一體化和經(jīng)濟(jì)發(fā)展,城市化、工業(yè)化、產(chǎn)業(yè)、制度、文化、人口則是間接動(dòng)力因子。在此基礎(chǔ)上,建構(gòu)了城鄉(xiāng)教育一體化動(dòng)力系統(tǒng),分析各因子的作用機(jī)理。(3)對(duì)我國(guó)城鄉(xiāng)教育一體化進(jìn)行戰(zhàn)略設(shè)計(jì),包括確定戰(zhàn)略目標(biāo)、戰(zhàn)略重點(diǎn)、戰(zhàn)略任務(wù),分析研究了具有中國(guó)特色的城鄉(xiāng)教育一體化的實(shí)踐模式。(4)基于教育發(fā)展的基本規(guī)律和我國(guó)城鄉(xiāng)教育差距的現(xiàn)狀,建立反映城鄉(xiāng)教育一體化的指標(biāo)體系,該體系以城鄉(xiāng)基礎(chǔ)教育為例,涵蓋師資水平、生均教育經(jīng)費(fèi)和辦學(xué)條件等各個(gè)方面;采用層次分析方法科學(xué)、系統(tǒng)地評(píng)價(jià)各省市城鄉(xiāng)教育一體化的水平。
[Abstract]:For a long time, the dual economic structure and educational system of urban and rural segmentation in China, The great difference between urban and rural education and the shortage of high-quality education resources in rural areas have been brought up. The pursuit of "quality education equity" has become a difficult problem to be solved in the process of promoting the modernization and democratization of education, and the integration of urban and rural education has become an important strategic task. Through literature review and social investigation, this paper comprehensively and systematically demonstrates the theoretical system of urban and rural education integration, summarizes the achievements of urban and rural education integration in China, and analyzes the gap between urban and rural education in China. This paper summarizes and summarizes the specific practices of promoting the balanced development of urban and rural education in the United States, Japan and South Korea, and the experiences that China can learn, studies the motive mechanism of the integration of urban and rural education with the theory of system science, and designs it strategically. This paper establishes an index system which can reflect the integration of urban and rural education, evaluates the level of integration of urban and rural education in various provinces and cities by using the analytic hierarchy process, and finally puts forward some policies and suggestions. In the 60 years since the founding of the people's Republic of China, great achievements have been made in urban and rural education in China. Urbanization and modernization have laid a solid foundation of talent and intellectual security. Due to the huge gap between urban and rural education, the balanced development of education and the issue of educational equity have received extensive attention. It has become a common understanding to promote the integration of urban and rural education. Concept and trend. (2) construct the dynamic mechanism model of urban-rural education integration, and determine the direct driving factors of urban-rural education integration, including government, farmers, educational development, urban-rural integration and economic development, urbanization, industrialization, industry. System, culture and population are indirect power factors. On this basis, this paper constructs a dynamic system of urban and rural education integration, analyzes the mechanism of each factor, and makes a strategic design for the integration of urban and rural education in China, including the determination of strategic objectives. Based on the basic laws of the development of education and the current situation of the gap between urban and rural education in China, this paper establishes an index system to reflect the integration of urban and rural education. Taking urban and rural basic education as an example, the system covers all aspects such as the level of teachers, the average educational expenditure of students and the conditions of running a school, and systematically evaluates the level of the integration of urban and rural education in various provinces and cities by using the analytic hierarchy process (AHP) method.
【學(xué)位授予單位】：天津大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2010
【分類號(hào)】：G521

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 涂丹;吳根洲;;重點(diǎn)高校入學(xué)機(jī)會(huì)城鄉(xiāng)不公原因析論[J];教育與考試;2012年04期

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本文編號(hào)：1687685