本文關(guān)鍵詞：省級(jí)推進(jìn)義務(wù)教育均衡發(fā)展舉措的比較研究　出處：《湖南大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

  更多相關(guān)文章： 義務(wù)教育均衡發(fā)展 學(xué)校辦學(xué)基本標(biāo)準(zhǔn) 省級(jí)統(tǒng)籌規(guī)劃

【摘要】：教育均衡發(fā)展是教育公平、教學(xué)質(zhì)量、辦學(xué)特色等要素協(xié)調(diào)發(fā)展,以教育資源配置為實(shí)現(xiàn)手段的動(dòng)態(tài)發(fā)展過(guò)程。在這個(gè)不斷變化的動(dòng)態(tài)過(guò)程中,伴隨著教育系統(tǒng)內(nèi)各要素間的競(jìng)爭(zhēng)與合作,一邊尋求均衡又一邊不斷打破均衡。在義務(wù)教育均衡發(fā)展成為我國(guó)教育領(lǐng)域重要的政策議題以來(lái),教育部與全國(guó)除港澳臺(tái)地區(qū)外的31個(gè)省(區(qū)、市)簽訂了義務(wù)教育均衡發(fā)展備忘錄,聯(lián)動(dòng)推進(jìn)均衡發(fā)展,加強(qiáng)了省級(jí)推進(jìn)義務(wù)教育均衡發(fā)展的統(tǒng)籌規(guī)劃。各省(區(qū)、市)基于國(guó)家政策方針,以公平與質(zhì)量為基本取向,從學(xué)校硬件設(shè)施、師資力量、學(xué)校管理等多方面提出了具體的實(shí)施舉措。這些具體措施的比較,可以為各省(區(qū)、市)獲取成功經(jīng)驗(yàn)、分析實(shí)際困難及其原因提供借鑒。省級(jí)推進(jìn)義務(wù)教育均衡發(fā)展主要有標(biāo)準(zhǔn)化學(xué)校建設(shè)、提升師資力量、創(chuàng)新學(xué)校管理模式這三個(gè)方面的舉措。標(biāo)準(zhǔn)化學(xué)校建設(shè)是各省(區(qū)、市)在備忘錄中明確采取的舉措,以此改善學(xué)校的基本辦學(xué)條件。為此,各省(區(qū)、市)相繼頒布義務(wù)教育學(xué)校辦學(xué)基本標(biāo)準(zhǔn)。依據(jù)省情,各省(區(qū)、市)標(biāo)準(zhǔn)制定有所不同,沿海地區(qū)經(jīng)濟(jì)發(fā)達(dá)的省份要求更高,有更多辦學(xué)理念、辦學(xué)特色等軟件方面的規(guī)定。師資不均是義務(wù)教育均衡發(fā)展面臨的重大難題,具體表現(xiàn)為城鎮(zhèn)教師的素質(zhì)普遍高于農(nóng)村地區(qū)的教師。為改善這一狀況,各省(區(qū)、市)從培養(yǎng)、補(bǔ)充、交流的途徑著手,采取了免費(fèi)師范生培養(yǎng)、統(tǒng)一城鄉(xiāng)教師編制標(biāo)準(zhǔn)、實(shí)施農(nóng)村教師培訓(xùn)、加強(qiáng)教師交流等多項(xiàng)舉措。創(chuàng)新學(xué)校管理模式是近些年探索破解優(yōu)勢(shì)資源過(guò)渡集中難題的重要舉措,學(xué)區(qū)化管理、聯(lián)合辦學(xué)、捆綁辦學(xué)、委托管理、集團(tuán)化辦學(xué)等多種形式在各省(區(qū)、市)試行推進(jìn),獲取了不少的成功經(jīng)驗(yàn)。近些年,區(qū)域間義務(wù)教育均衡發(fā)展水平進(jìn)一步提升,不少省份的縣(市、區(qū))得到了國(guó)家義務(wù)教育發(fā)展基本均衡縣的認(rèn)定。湖南省義務(wù)教育均衡整體發(fā)展水平處于全國(guó)中游,從其他省份汲取經(jīng)驗(yàn),通過(guò)科學(xué)完善義務(wù)教育學(xué)校辦學(xué)基本標(biāo)準(zhǔn)、拓展教師培養(yǎng)與補(bǔ)充的途徑等方法,可完善舉措、深入推進(jìn)義務(wù)教育更高水平的均衡發(fā)展。
[Abstract]:The balanced development of education is the coordinated development of educational equity, teaching quality and school characteristics, and the dynamic development process of the allocation of educational resources as a means of realization. In this changing dynamic process, with the competition and cooperation among the elements in the education system, the balance is constantly broken and balanced. Since in the balanced development of compulsory education has become an important policy issues in the educational field of our country, the Ministry of education and the 31 provinces of the country in addition to outside Hong Kong and Macao regions (regions and municipalities) signed a memorandum of balanced development of compulsory education, promote the balanced development of linkage, strengthen the overall planning at the provincial level to promote the balanced development of compulsory education. Based on national policy and fairness and quality, provinces, municipalities and municipalities put forward specific implementation measures in terms of hardware facilities, faculty and school management. The comparison of these specific measures can provide a reference for the provinces (districts and cities) to obtain successful experience, analyze the actual difficulties and their reasons. The balanced development of compulsory education at the provincial level mainly consists of three measures, namely, the construction of standardized schools, the promotion of teachers' strength, and the innovation of the school management mode. The construction of standardized schools is a clear measure taken in the memorandum of the provinces (districts and cities) in order to improve the basic school conditions. To this end, the provinces (districts and cities) have promulgated the basic standards of school running in compulsory education. According to the provincial situation, the provincial (district and city) standards are different, and the economically developed provinces in the coastal areas require higher standards, including more educational concepts, school running characteristics and other software requirements. The uneven teachers are the major problems faced by the balanced development of compulsory education. The specific performance is that the quality of the urban teachers is generally higher than the teachers in the rural areas. In order to improve this situation, provinces, autonomous regions and municipalities have embarked on a number of initiatives such as free normal students training, unified urban and rural teacher preparation standards, implementation of rural teacher training, and teacher exchanges. The school management innovation is an important measure to crack the advantages of resources exploration in recent years focus on the transition problem, district management, joint education, education, management, binding and other forms of collectivization in the provinces (autonomous regions and municipalities) to promote the trial, get a lot of successful experience. In recent years, the balanced development level of interregional compulsory education has been further improved. Many counties (cities and districts) have been recognized as the basic balanced counties of compulsory education development in many provinces. The overall level of compulsory education balanced development in Hunan province is in the middle, learn from the experience of other provinces, through scientific and perfect the compulsory education school basic standards, teacher training and supplement way method, can improve the balanced development of compulsory education initiatives, to further promote the higher level.
【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G522.3

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