本文選題：教育均衡 + 教師資源�。� 參考：《電子科技大學(xué)》2015年碩士論文

【摘要】：教育問題是有時(shí)代性的。社會(huì)的政治、經(jīng)濟(jì)形勢的變化、教育事業(yè)的發(fā)展,會(huì)使某些教育問題凸顯出來,成為社會(huì)關(guān)注的熱點(diǎn)、社會(huì)矛盾的焦點(diǎn)。教育均衡問題是在20世紀(jì)90年代逐步積累起來的,現(xiàn)在已成了教育界必須關(guān)注的一個(gè)問題。在黨和國家實(shí)施統(tǒng)籌城鄉(xiāng)戰(zhàn)略背景下,實(shí)施教育均衡發(fā)展成為教育改革和發(fā)展的必然選擇。從總體上看,我國義務(wù)教育階段教育資源無論在財(cái)力、物力還是教師資源方面的配置均存在嚴(yán)重的失衡現(xiàn)象,其中,在影響教育運(yùn)行和發(fā)展的諸種要素中,教師資源始終處于核心的地位。我國義務(wù)教育階段教師資源的數(shù)量、質(zhì)量和結(jié)構(gòu)等方面在城鄉(xiāng)之間、區(qū)域之間以及校際之間配置不均衡的問題相當(dāng)突出,必須盡快加以解決。近年來,成都作為全國統(tǒng)籌城鄉(xiāng)綜合配套改革試驗(yàn)區(qū)在促進(jìn)城鄉(xiāng)教師資源均衡配置的實(shí)踐過程中取得了重大成績,并積累了一些經(jīng)驗(yàn),有效地縮小了全市城鄉(xiāng)之間、區(qū)域之間以及校際之間教育水平的差距。本文擬通過羅爾斯正義理論、公共產(chǎn)品理論、公共選擇理論,以教育公平為邏輯起點(diǎn),從統(tǒng)籌城鄉(xiāng)教師資源均衡配置相關(guān)概念和理論界定入手,在研究分析國家及地方統(tǒng)籌城鄉(xiāng)教師資源均衡配置的歷程和實(shí)踐方式基礎(chǔ)上,結(jié)合成都市作為全國統(tǒng)籌城鄉(xiāng)綜合配套改革試驗(yàn)區(qū)的背景,全面、系統(tǒng)地分析、歸納及總結(jié)成都市統(tǒng)籌城鄉(xiāng)教師資源均衡配置的實(shí)踐方式、實(shí)施效果和典型經(jīng)驗(yàn),為其它區(qū)域在教育綜合改革背景下進(jìn)一步實(shí)施教師資源配置提供借鑒及參照藍(lán)本,為實(shí)現(xiàn)優(yōu)質(zhì)教育資源共享,教育均衡發(fā)展及教育公平化起到積極推動(dòng)的作用。
[Abstract]:The problem of education is of a contemporary nature. The change of social political and economic situation and the development of education cause will make some educational problems prominent and become the focus of social concern and social contradiction. The problem of educational equilibrium was gradually accumulated in the 1990s, and now it has become a problem that the educational circles must pay attention to. Under the background of the Party and the country implementing the urban and rural strategy, the implementation of balanced development of education has become the inevitable choice of educational reform and development. On the whole, there is a serious imbalance in the allocation of educational resources in the compulsory education stage in China, both in terms of financial, material and teacher resources, among which, among the factors that affect the operation and development of education, Teacher resources are always at the core. The problem of imbalance in the allocation of teachers' resources between urban and rural areas, between regions and between schools in the compulsory education stage of our country is quite prominent, which must be solved as soon as possible. In recent years, Chengdu has made great achievements in promoting the balanced allocation of urban and rural teachers' resources, and accumulated some experience, effectively narrowing the gap between urban and rural areas. The disparity of educational level between regions and schools. Through Rawls' theory of justice, theory of public goods, theory of public choice, taking education equity as the logical starting point, this paper begins with the related concepts and theoretical definitions of the balanced allocation of teachers' resources in urban and rural areas. Based on the research and analysis of the course and practice of the balanced allocation of teachers' resources between urban and rural areas as a whole, and in combination with the background of Chengdu as the experimental area of the overall urban-rural comprehensive reform, this paper makes a comprehensive and systematic analysis. This paper summarizes the practice, effect and typical experience of the balanced allocation of urban and rural teachers' resources in Chengdu, and provides reference and reference for other regions to further implement the allocation of teachers' resources under the background of comprehensive education reform. In order to realize the sharing of high quality educational resources, the balanced development of education and the equalization of education play an active role.
【學(xué)位授予單位】：電子科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G525.1

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相關(guān)碩士學(xué)位論文 前2條

1 蘇文靜;義務(wù)教育階段教師流動(dòng)機(jī)制研究[D];山東師范大學(xué);2011年

2 朱開興;教師資源隱性流失與應(yīng)對(duì)措施研究[D];福建師范大學(xué);2013年

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本文編號(hào)：1847631