教育促成人力資源生長：西南三地調(diào)查研究
發(fā)布時間：2018-09-19 16:11
【摘要】： 實踐證明，人力資源的發(fā)展水平?jīng)Q定著一個國家和民族的命運，在人口眾多、自然資源緊缺、創(chuàng)新能力不足、勞動力素質(zhì)滯后的當(dāng)代中國更是凸現(xiàn)這一問題的源生性和急迫性；已有的研究大多以人力資本理論為基礎(chǔ)，從經(jīng)濟學(xué)的角度來論證教育對人力資源發(fā)展的重要性，普遍關(guān)注人力資源現(xiàn)狀、人力資源的開發(fā)以及管理等問題，對人力資源的生長原理研究匱乏；而事實上，解決人力資源發(fā)展問題的關(guān)鍵是發(fā)現(xiàn)人力資源的生長規(guī)律，理清教育與人力資源的關(guān)系特別是教育促成人力資源生長的機理，進一步挖掘和拓展提升人力資源發(fā)展水平的教育原理與策略。這就構(gòu)成本研究基本的出發(fā)點。 本研究以自然環(huán)境落差顯著、民族多樣、文化與物產(chǎn)豐富的西南三地(四川康定、廣西陽朔、金秀)為物理空間，通過結(jié)構(gòu)方程分析、案例解剖提出理論建構(gòu)。 對于人力資源生長(development)形態(tài)的結(jié)構(gòu)方程建模(Structural equation modeling)采用整群抽樣進行，問卷問題采用封閉式問卷設(shè)計，設(shè)五級選項，賦值方式為“5-4-3-2-1”，，分析的潛變量及其觀測變量為：(1)人力資源素質(zhì)水平(社會資本、自我概念、幸福感、知識技能)，(2)學(xué)校教育(統(tǒng)合體驗、職業(yè)關(guān)聯(lián)、教育理解)(3)自然環(huán)境(精神生成、生計選擇)，(3)經(jīng)濟形態(tài)(經(jīng)濟類型、經(jīng)濟體制)，(4)本土文化(習(xí)俗、傳統(tǒng)技藝、文化理解)，(5)個體自組織能力(信念、條件、能力)。問卷理論分析假設(shè)主要通過三個研究問題實現(xiàn)：(1)探討影響人力資源水平及其生長因素的結(jié)構(gòu)模型主要包括哪些因素；(2)基于上述綜合問卷的修正模型，探討人力資源的人口學(xué)及類別差異；(3)探討影響標(biāo)準(zhǔn)化人力資源與本土化人力資源的生長因素結(jié)構(gòu)模型差異。問卷使用SPSS11.5和AMOS 6.0(Analysis of Moment Structure)軟件來處理結(jié)構(gòu)模型的數(shù)據(jù)。研究結(jié)果表明：(1)影響人力資源生長的基本要素為自然環(huán)境、本土文化、經(jīng)濟形態(tài)、學(xué)校教育、個體自組織能力，并具有特定的作用路徑。(2)人力資源生長存在原生場(空間域)——“自然環(huán)境”、“本土文化”、“經(jīng)濟形態(tài)”，這三者存在這樣的關(guān)系：“自然環(huán)境”是最初潛在自變量，它正面影響“本土文化”和“經(jīng)濟形態(tài)”，“本土文化”又正面影響“經(jīng)濟形態(tài)”，三者又分別正面影響“學(xué)校教育”、“自組織”和“人力素質(zhì)”。(3)人力資源生長存在次生場——“學(xué)校教育”和“自組織”，這兩者存在這樣的關(guān)系：“學(xué)校教育”正面影響“自組織”和“人力素質(zhì)”，“自組織”正面影響“人力素質(zhì)”。(4)存在標(biāo)準(zhǔn)化人力資源和本土化人力資源的類別分化；二者生長過程不同，影響因素的作用方式和程度亦不同：“學(xué)校教育”對標(biāo)準(zhǔn)化人力資源生長影響遠(yuǎn)勝于對本七化人力資源生長影響，而“自組織”對本土化人力資源生長影響遠(yuǎn)勝于對標(biāo)準(zhǔn)化人力資源生長影響。(5)原生場與次生場對標(biāo)準(zhǔn)人力資源和本土化人力資源產(chǎn)生不同的影響效果。原生場對標(biāo)準(zhǔn)化人力資源生長影響的主要來自間接效果，對本土化人力資源生長影響的也主要來自間接效果，但直接效果達(dá)到大效果，即原生場的作用主要是間接性的。次生場對標(biāo)準(zhǔn)化人力資源生長影響的總效果主要來自直接效果，而對本土化人力資源生長影響的總效果也主要來自直接效果，即次生場的作用主要是直接性的。(6)人力資源生長不存在性別、籍貫、民族等緯度上的顯著差異，但存在學(xué)歷、年齡等緯度上的顯著差異。 取自西南三地具有原生性的7個人力資源生長案例從質(zhì)性的層面解釋和析取了人力資源生長的內(nèi)在規(guī)定，可以發(fā)現(xiàn)：(1)人力資源類差異的真實存在；(2)人力資源生命的復(fù)雜性；(3)人力資源生長因素及作用；(4)人力資源生長機理的主體性表現(xiàn)；(5)人力資源的教育屬性。 基于量化研究、案例分析、理論推演，人力資源生長的空間場域是一個具有中心結(jié)構(gòu)又向四周擴散的網(wǎng)狀體，這個網(wǎng)狀體由微觀系統(tǒng)(microsystem)、中觀系統(tǒng)(mesosystem)、外觀系統(tǒng)(exosystem)和宏觀系統(tǒng)(macrosystem)四個層次的系統(tǒng)所構(gòu)成，其中，微觀系統(tǒng)是人力資源生長的直系環(huán)境(immediate situation)，屬于這一系統(tǒng)的原生場與次生場對人力資源生長產(chǎn)生不同的影響效果。人力資源生長的教育機理表現(xiàn)在個體自組織的適應(yīng)性演化、個體自組織系統(tǒng)與外部系統(tǒng)之間的交互性作用及學(xué)校教育構(gòu)成要素之間的協(xié)同性作用。教育促進人力資源生長的合理范式應(yīng)是構(gòu)建教育促進人力資源生長的生境(Habital)及其張力(Tension)的拓升。
[Abstract]:Practice has proved that the development level of human resources decides the destiny of a country and a nation. In contemporary China, which has a large population, a shortage of natural resources, inadequate innovation ability and a lagging quality of labor force, the origin and urgency of this problem are highlighted. Most of the existing studies are based on human capital theory and from the perspective of economics. This paper demonstrates the importance of education to the development of human resources, generally pays attention to the current situation of human resources, the development and management of human resources, and the lack of research on the growth principle of human resources. The basic starting point of this study is to explore and expand the educational principles and strategies to promote the development of human resources.
In this study, the three southwest regions (Kangding, Sichuan, Yangshuo, Jinxiu, Guangxi) with remarkable differences in natural environment, diverse ethnic groups and rich cultural and product are taken as physical space. Through structural equation analysis, case dissection, theoretical construction is proposed.
Structural equation modeling of human resource growth is conducted by cluster sampling. Questionnaires are designed by closed-ended questionnaire with five-level options. The evaluation method is "5-4-3-2-1". The latent variables and their observed variables are: (1) Human resource quality level (social capital, self-generalization). Ideas, well-being, knowledge and skills, (2) school education (integrated experience, vocational association, educational understanding) (3) natural environment (spiritual generation, livelihood choice), (3) economic form (economic type, economic system), (4) local culture (customs, traditional skills, cultural understanding), (5) individual self-organization ability (beliefs, conditions, abilities). Questionnaire theory analysis hypothesis is mainly common. Three research questions have been realized: (1) to explore the main factors affecting the level of human resources and its growth factors; (2) to explore the demographic and categorical differences of human resources based on the revised model of the above-mentioned comprehensive questionnaire; (3) to explore the structural model of growth factors affecting standardized and localized human resources The questionnaire used SPSS11.5 and AMOS 6.0 software to process the data of the structural model. The results showed that: (1) the basic factors affecting the growth of human resources were natural environment, local culture, economic form, school education, individual self-organization ability, and had a specific path of action. There is a long-standing primitive field (spatial domain) - "natural environment", "local culture", "economic form". These three relationships exist: "natural environment" is the initial potential independent variable, it has a positive impact on "local culture" and "economic form", "local culture" and a positive impact on "economic form", the three are respectively positive. (3) There is a secondary field in the growth of human resources - "school education" and "self-organization". There is such a relationship between the two: "school education" has a positive impact on "self-organization" and "human quality", "self-organization" has a positive impact on "human quality". (4) There is a standard of existence. The classification differentiation of localized human resources and localized human resources; the growth process of the two is different, and the influencing factors are also different in the way and degree of effect: "School education" on the growth of standardized human resources is far more than the impact of the growth of the seven localized human resources, and "self-organization" on the growth of localized human resources is far more than the counterpart. (5) Primary and secondary fields have different effects on standard human resources and localized human resources. The total effect of secondary field on the growth of standardized human resources mainly comes from the direct effect, and the total effect on the growth of localized human resources mainly comes from the direct effect, that is, the role of secondary field is mainly direct. (6) Human resources growth does not exist gender, nationality, nationality. Significant differences in equal latitude exist, but there are significant differences in education, age and other latitudes.
Seven original human resource growth cases from three places in Southwest China explain and extract the inherent rules of human resource growth from the qualitative level, which can be found: (1) the real existence of human resource differences; (2) the complexity of human resource life; (3) the growth factors and functions of human resources; (4) the main mechanism of human resource growth. Physical performance; (5) the educational attribute of human resources.
Based on quantitative research, case analysis and theoretical deduction, the spatial field of human resource growth is a network with a central structure and spread around. The network is composed of four levels of systems: micro system, meso system, exosystem and macro system. The educational mechanism of human resource growth is manifested in the adaptive evolution of individual self-organization, the interaction between individual self-organization system and external system, and the interaction between individual self-organization system and external system. The reasonable paradigm of promoting the growth of human resources by education should be to construct the Habital and Tension of promoting the growth of human resources by education.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2007
【分類號】：G521
本文編號：2250648
[Abstract]:Practice has proved that the development level of human resources decides the destiny of a country and a nation. In contemporary China, which has a large population, a shortage of natural resources, inadequate innovation ability and a lagging quality of labor force, the origin and urgency of this problem are highlighted. Most of the existing studies are based on human capital theory and from the perspective of economics. This paper demonstrates the importance of education to the development of human resources, generally pays attention to the current situation of human resources, the development and management of human resources, and the lack of research on the growth principle of human resources. The basic starting point of this study is to explore and expand the educational principles and strategies to promote the development of human resources.
In this study, the three southwest regions (Kangding, Sichuan, Yangshuo, Jinxiu, Guangxi) with remarkable differences in natural environment, diverse ethnic groups and rich cultural and product are taken as physical space. Through structural equation analysis, case dissection, theoretical construction is proposed.
Structural equation modeling of human resource growth is conducted by cluster sampling. Questionnaires are designed by closed-ended questionnaire with five-level options. The evaluation method is "5-4-3-2-1". The latent variables and their observed variables are: (1) Human resource quality level (social capital, self-generalization). Ideas, well-being, knowledge and skills, (2) school education (integrated experience, vocational association, educational understanding) (3) natural environment (spiritual generation, livelihood choice), (3) economic form (economic type, economic system), (4) local culture (customs, traditional skills, cultural understanding), (5) individual self-organization ability (beliefs, conditions, abilities). Questionnaire theory analysis hypothesis is mainly common. Three research questions have been realized: (1) to explore the main factors affecting the level of human resources and its growth factors; (2) to explore the demographic and categorical differences of human resources based on the revised model of the above-mentioned comprehensive questionnaire; (3) to explore the structural model of growth factors affecting standardized and localized human resources The questionnaire used SPSS11.5 and AMOS 6.0 software to process the data of the structural model. The results showed that: (1) the basic factors affecting the growth of human resources were natural environment, local culture, economic form, school education, individual self-organization ability, and had a specific path of action. There is a long-standing primitive field (spatial domain) - "natural environment", "local culture", "economic form". These three relationships exist: "natural environment" is the initial potential independent variable, it has a positive impact on "local culture" and "economic form", "local culture" and a positive impact on "economic form", the three are respectively positive. (3) There is a secondary field in the growth of human resources - "school education" and "self-organization". There is such a relationship between the two: "school education" has a positive impact on "self-organization" and "human quality", "self-organization" has a positive impact on "human quality". (4) There is a standard of existence. The classification differentiation of localized human resources and localized human resources; the growth process of the two is different, and the influencing factors are also different in the way and degree of effect: "School education" on the growth of standardized human resources is far more than the impact of the growth of the seven localized human resources, and "self-organization" on the growth of localized human resources is far more than the counterpart. (5) Primary and secondary fields have different effects on standard human resources and localized human resources. The total effect of secondary field on the growth of standardized human resources mainly comes from the direct effect, and the total effect on the growth of localized human resources mainly comes from the direct effect, that is, the role of secondary field is mainly direct. (6) Human resources growth does not exist gender, nationality, nationality. Significant differences in equal latitude exist, but there are significant differences in education, age and other latitudes.
Seven original human resource growth cases from three places in Southwest China explain and extract the inherent rules of human resource growth from the qualitative level, which can be found: (1) the real existence of human resource differences; (2) the complexity of human resource life; (3) the growth factors and functions of human resources; (4) the main mechanism of human resource growth. Physical performance; (5) the educational attribute of human resources.
Based on quantitative research, case analysis and theoretical deduction, the spatial field of human resource growth is a network with a central structure and spread around. The network is composed of four levels of systems: micro system, meso system, exosystem and macro system. The educational mechanism of human resource growth is manifested in the adaptive evolution of individual self-organization, the interaction between individual self-organization system and external system, and the interaction between individual self-organization system and external system. The reasonable paradigm of promoting the growth of human resources by education should be to construct the Habital and Tension of promoting the growth of human resources by education.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2007
【分類號】：G521
【引證文獻(xiàn)】
相關(guān)期刊論文 前1條
1 吳曉蓉;;中國教育人類學(xué)研究述評[J];民族研究;2010年02期
相關(guān)碩士學(xué)位論文 前1條
1 湯瑩濱;湖北省人力資源與教育發(fā)展評價研究[D];武漢理工大學(xué);2008年
本文編號：2250648
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