【摘要】：農(nóng)村教育發(fā)展到今天,農(nóng)村學(xué)校布局調(diào)整政策實(shí)施到現(xiàn)在,生活在現(xiàn)實(shí)世界中的農(nóng)村人是否從中獲益。農(nóng)村學(xué)校撤并是否滿足了農(nóng)村家長(zhǎng)追求高質(zhì)量教育的需要,促進(jìn)了城鄉(xiāng)教育公平。描述農(nóng)村學(xué)校撤并經(jīng)歷者們的經(jīng)歷和體驗(yàn),探索處在學(xué)校撤并前、中、后的相關(guān)利益主體是如何建構(gòu)學(xué)校撤并這一社會(huì)現(xiàn)象的,對(duì)于學(xué)校布局調(diào)整政策的進(jìn)一步完善和實(shí)施具有重要意義。本研究選擇了現(xiàn)象學(xué)的研究方法,調(diào)查了東北D鎮(zhèn)BS村村小撤并的經(jīng)歷者。通過與經(jīng)歷者的深度訪談,收集了大量的有關(guān)學(xué)校撤并是如何影響利益相關(guān)者的生活經(jīng)歷和體驗(yàn)的經(jīng)驗(yàn)資料。以現(xiàn)象學(xué)寫作“原文描述”和“解釋性描述”相結(jié)合的呈現(xiàn)方式,還原了不同的經(jīng)歷者是如何經(jīng)歷農(nóng)村學(xué)校撤并的,揭示了利益相關(guān)者經(jīng)歷農(nóng)村學(xué)校撤并現(xiàn)象背后的本質(zhì):第一,農(nóng)村學(xué)校撤并對(duì)地方教育行政部門負(fù)責(zé)人而言,意味著辦學(xué)效益和教育質(zhì)量的提升;第二,學(xué)生在村小撤并的過程中經(jīng)歷了環(huán)境適應(yīng)不良等諸多負(fù)面影響,但是“孩子就是孩子”,最終能夠成功地融入新的學(xué)習(xí)環(huán)境,并在學(xué)校撤并的利益博弈中獲益;第三,農(nóng)村教師認(rèn)為自己與中心校校長(zhǎng)和教育行政部門負(fù)責(zé)人的立場(chǎng)一致,表現(xiàn)出對(duì)利益損失的一種無可奈何的心理狀態(tài);第四,農(nóng)村家長(zhǎng)為了學(xué)生的發(fā)展,認(rèn)為學(xué)校撤并付出的代價(jià)在可承受的范圍之內(nèi);第五,村小的撤并對(duì)農(nóng)村社區(qū)的居民而言,毫無影響。村小的存在感在農(nóng)村社區(qū)日漸式微;第六,中心校校長(zhǎng)表示村小的撤并是“雙贏“的。
[Abstract]:With the development of rural education and the implementation of rural school layout adjustment policy, the rural people living in the real world will benefit from it. Whether the withdrawal of rural schools meets the needs of rural parents in pursuit of high quality education promotes the equity of urban and rural education. This paper describes the experiences and experiences of the rural school mergence experience, and explores how the relevant stakeholders before, during and after the school withdrawal construct the social phenomenon of the school withdrawal. It is of great significance for the further improvement and implementation of the school layout adjustment policy. In this study, the phenomenological research method was chosen to investigate the experience of small merger of BS villages and villages in D Town in Northeast China. Through in-depth interviews with experienced persons, a large number of empirical data were collected on how school merging affects the life experience and experience of stakeholders. With the combination of "original description" and "explanatory description" in phenomenological writing, it restores the different experiences of how the rural schools were removed and merged. It reveals the essence behind the phenomenon that stakeholders experience rural school merging: first, the cancellation of rural schools means the improvement of school efficiency and education quality to the person in charge of local education administration; second, The students have experienced many negative effects, such as bad environment adaptation and so on. But "Children are children", and they can successfully integrate into the new learning environment and benefit from the interests of school merger. Third, Rural teachers think that they are in line with the principal of the central school and the head of the education administration department, showing a psychological state of helplessness to the loss of interests. Fourth, for the sake of the development of the students, the rural parents, It is believed that the cost of the school withdrawal is within the range of affordability. Fifth, the village-small merger has no effect on the residents of the rural community. Sixth, the principal of the central school said that the merging of the village and small is a "win-win".
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G629.2

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