【摘要】：自上世紀(jì)中葉我國農(nóng)業(yè)現(xiàn)代化思想提出以來,農(nóng)業(yè)現(xiàn)代化逐步推進(jìn)和深入實(shí)施,內(nèi)涵不斷提升。黨的十八大報(bào)告明確提出新時(shí)期走“工業(yè)化、信息化、城鎮(zhèn)化和農(nóng)業(yè)現(xiàn)代化”四化一體發(fā)展道路,強(qiáng)調(diào)依托好工業(yè)化、信息化和城鎮(zhèn)化,發(fā)展和服務(wù)好農(nóng)業(yè)現(xiàn)代化,加快新型農(nóng)民培育步伐。同時(shí),隨著我國教育改革逐步推進(jìn)和深入實(shí)施,農(nóng)村教育取得明顯成效,“兩基”工程目標(biāo)基本實(shí)現(xiàn),農(nóng)村成人和職業(yè)教育不斷發(fā)展。但是,必須明確農(nóng)村教育現(xiàn)代化目標(biāo)實(shí)現(xiàn)仍有諸多問題亟需破解,任重道遠(yuǎn)。 本文立足于新時(shí)期農(nóng)業(yè)現(xiàn)代化目標(biāo)和農(nóng)村教育問題進(jìn)行選題,尤其突出十八大以來農(nóng)業(yè)現(xiàn)代化和農(nóng)村教育思想的深化和全面深化改革總體戰(zhàn)略部署,用全面建成小康社會(huì)目標(biāo)作為引領(lǐng),進(jìn)行系統(tǒng)研究。 首先,本文以農(nóng)業(yè)和農(nóng)村教育為線索,對(duì)緒論各組成部分進(jìn)行概括闡述。結(jié)合新時(shí)期二者最新內(nèi)涵論述了研究目的與意義；以2015年為界限,對(duì)兩者國內(nèi)外研究現(xiàn)狀做了文獻(xiàn)綜述；以馬克思主義人的全面發(fā)展、現(xiàn)代化和教育公平理論為重要依據(jù)；以文獻(xiàn)法、調(diào)查和比較研究法為主要方法；同時(shí),對(duì)本研究重點(diǎn)、難點(diǎn)、創(chuàng)新點(diǎn)和不足做了說明。 其次,木文以農(nóng)業(yè)現(xiàn)代化和農(nóng)村教育理論為基礎(chǔ),分三節(jié)進(jìn)行闡述。第一、二節(jié)以重要?dú)v史變革為依據(jù),從(1949-1956：1956-1966；1966-1976；1976-1978；1978-1992；1992-2002；2002-2012；2012-)八個(gè)階段對(duì)農(nóng)業(yè)現(xiàn)代化和農(nóng)村教育進(jìn)行劃分,詳細(xì)闡述二者歷史演變和思想內(nèi)涵深化提升歷程,著重提煉了十八大以來二者最新內(nèi)涵、意蘊(yùn),尤其凸顯出較以前思想內(nèi)涵之更新和發(fā)展；最后,從三個(gè)層次闡述了二者之間的辯證關(guān)系。 第三,木文以河南、四川兩省為例,堅(jiān)持特殊性與普遍性辯證關(guān)系進(jìn)行系統(tǒng)研究。以基礎(chǔ)教育、成人和職業(yè)教育三個(gè)類型為歸類,分析把握了兩省及全國農(nóng)村教育現(xiàn)狀；以新時(shí)期我國農(nóng)村教育在“教育理念和發(fā)展規(guī)劃,教育公平和質(zhì)量,教育法治環(huán)境,教育主管部門具體責(zé)任,教育內(nèi)容與現(xiàn)實(shí)”面臨的五個(gè)主要問題進(jìn)行認(rèn)識(shí)；以“教育定位和價(jià)值導(dǎo)向,教育資源與農(nóng)村區(qū)域發(fā)展,教育立法,教育管理治理體制機(jī)制,教育課程內(nèi)容體系設(shè)置”五個(gè)主要原因進(jìn)行分析,綜合把握農(nóng)村教育現(xiàn)狀、問題和原因。 第四,本文以核心理念設(shè)計(jì)和具體舉措兩個(gè)板塊提出對(duì)策。新時(shí)期農(nóng)業(yè)現(xiàn)代化視域下我國農(nóng)村教育發(fā)展對(duì)策主要包括兩個(gè)方面的內(nèi)容：其一,樹立項(xiàng)層設(shè)計(jì)、公平正義、法治精神、協(xié)同推進(jìn)、服務(wù)三農(nóng)等科學(xué)的農(nóng)村教育領(lǐng)域改革發(fā)展理念；其二,從科學(xué)制定各級(jí)農(nóng)村教育規(guī)劃、實(shí)施縣域農(nóng)村教育均衡發(fā)展、農(nóng)村教育法治化、創(chuàng)新地方政府農(nóng)村教育管理治理體制、全面實(shí)施農(nóng)村教育課程體系綜合改革等具體層面全面深化農(nóng)村教育領(lǐng)域綜合改革,促進(jìn)農(nóng)村教育現(xiàn)代化。 最后,本文以結(jié)語和展望形式總結(jié)全文。突出強(qiáng)調(diào)破解農(nóng)村教育問題應(yīng)堅(jiān)持“一切從實(shí)際出發(fā)；與時(shí)俱進(jìn)更新教育觀念；深入貫徹依法治教方針；統(tǒng)籌兼顧,深化‘兩個(gè)大局’認(rèn)識(shí)；基礎(chǔ)教育、成人和職業(yè)教育同步推進(jìn)”基本原則。同時(shí),對(duì)我國農(nóng)村教育發(fā)展借鑒國內(nèi)外先進(jìn)經(jīng)驗(yàn)做了展望,指出了農(nóng)村教育現(xiàn)代化發(fā)展方向。
[Abstract]:Since the idea of agricultural modernization was put forward in the middle of the last century, agricultural modernization has been gradually promoted and carried out in depth, and its connotation has been constantly improved. At the same time, with the gradual promotion and in-depth implementation of China's education reform, rural education has achieved remarkable results, the "two-base" project goal has been basically achieved, and rural adult and vocational education has been developing continuously. However, there are still many problems to be solved in realizing the goal of rural education modernization. Cracking is a long way to go.
This paper is based on the objectives of agricultural modernization and rural education in the new period, especially highlighting the deepening of agricultural modernization and rural education since the 18th National Congress and the overall strategic plan for deepening reform in an all-round way, and systematically studying the goal of building a well-off society in an all-round way.
First of all, this paper takes agriculture and rural education as the clue, summarizes the components of the introduction, discusses the purpose and significance of the study combined with the latest connotation of the two in the new period, makes a literature review on the research status of both at home and abroad in 2015, and takes the Marxist theory of human all-round development, modernization and educational equity as the theoretical basis. Important basis; Literature method, investigation and comparative research method as the main method; At the same time, the research focus, difficulties, innovations and shortcomings are explained.
Secondly, based on the theory of agricultural modernization and rural education, this paper is divided into three sections. firstly, the second section is based on the important historical changes, from (1949-1956:1956-1966; 1966-1976; 1976-1978; 1978-1992; 1992-2002; 2002-2012 -) eight stages of agricultural modernization and rural education are divided, elaborating on the two in detail. The historical evolution and the process of deepening and upgrading of the ideological connotation highlighted the latest connotations and implications of the two since the 18th National Congress, especially the renewal and development of their ideological connotations.
Thirdly, taking Henan and Sichuan provinces as examples, the paper makes a systematic study on the dialectical relationship between particularity and universality. It classifies basic education, adult education and vocational education, analyzes and grasps the present situation of rural education in the two provinces and the whole country, and points out that China's rural education in the new period is "educational concept and development plan, educational equity and quality, and education". This paper analyzes the five main problems faced by the educational legal environment, the specific responsibilities of the competent educational departments, and the content and reality of education, and analyzes the five main reasons for the problems of "educational orientation and value orientation, educational resources and rural regional development, educational legislation, educational management system and mechanism, and the setting of educational curriculum content system". Grasp the current situation, problems and causes of rural education.
Fourthly, this paper puts forward countermeasures in two parts: the core concept design and specific measures. The Countermeasures of rural education development in the new era of agricultural modernization mainly include two aspects: first, establish the concept of reform and development in the field of rural education, which includes item-level design, fairness and justice, the spirit of rule of law, coordinated promotion and service to agriculture, countryside and farmers. Secondly, we should deepen the comprehensive reform in the field of rural education and promote the modernization of rural education from the specific aspects of scientific formulation of rural education plans at all levels, implementation of balanced development of rural education at County level, legalization of rural education, innovation of local government management system of rural education, and comprehensive reform of rural education curriculum system.
Finally, this paper summarizes the full text in the form of concluding remarks and prospects, emphasizing that solving the problems of rural education should adhere to the basic principles of "all proceeding from reality; updating educational concepts with the times; thoroughly implementing the policy of administering education according to law; giving overall consideration to and deepening the understanding of the"two overall situations"; promoting basic education, adult and vocational education simultaneously". At the same time, it looks forward to the development of China's rural education drawing on the advanced experience at home and abroad, and points out the direction of the modernization of rural education.
【學(xué)位授予單位】：西南石油大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G521

【參考文獻(xiàn)】

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1 于施洋;王t熻，

本文編號(hào)：2232041