本文選題：農(nóng)民教育 + 可持續(xù)生計　； 參考：《西北農(nóng)林科技大學(xué)》2010年碩士論文

【摘要】： 全面建設(shè)小康社會,關(guān)鍵在農(nóng)村,重點在農(nóng)民,難點在提高廣大農(nóng)民的科技文化素質(zhì)和致富能力。發(fā)展農(nóng)村教育事業(yè),提高農(nóng)村勞動力素質(zhì),是實現(xiàn)城鄉(xiāng)統(tǒng)籌發(fā)展、解決三農(nóng)問題的核心,也是落實科學(xué)發(fā)展構(gòu)建和諧社會的重要內(nèi)容。新中國成立以來,黨和國家政府一直都非常的重視農(nóng)民教育,尤其是在近些年的新農(nóng)村建設(shè)過程中,中央提出了“新型農(nóng)民培訓(xùn)”,目的就是希望依托產(chǎn)業(yè)發(fā)展對農(nóng)民開展農(nóng)業(yè)實用技術(shù)培訓(xùn)和職業(yè)技能培訓(xùn),同時積極引導(dǎo)和教育農(nóng)民遵紀(jì)守法、提高修養(yǎng)、崇尚科學(xué)、移風(fēng)易俗,使之成為“有文化、懂技術(shù)、會經(jīng)營”的新型農(nóng)民,為推進農(nóng)村產(chǎn)業(yè)結(jié)構(gòu)調(diào)整,加快農(nóng)業(yè)產(chǎn)業(yè)化進程,增加農(nóng)民收入提供智力支持和人才保障。 生計問題是研究農(nóng)民時必須面對的問題之一。近些年來生計研究正在被越多的學(xué)者和研究機構(gòu)所接受。本文在研究農(nóng)戶的生計時,借鑒的是DFID的可持續(xù)生計研究框架,這一框架的優(yōu)點就在于的成熟性和完整性。在可持續(xù)生計框架的指導(dǎo)下,可以將農(nóng)戶的生計分為:生計資本、生計策略以及生計成果三個部分。通過對農(nóng)戶生計的詳細研究,可以更加清晰的認(rèn)識農(nóng)戶的生計現(xiàn)狀,從而為研究農(nóng)民教育對農(nóng)戶可持續(xù)生計的影響奠定良好的基礎(chǔ)。 本研究試圖將農(nóng)民教育和農(nóng)戶的可持續(xù)生計結(jié)合起來,以可持續(xù)生計框架為指導(dǎo),研究農(nóng)民教育對農(nóng)戶可持續(xù)生計的影響。這種研究的優(yōu)點是在于分析農(nóng)民教育對農(nóng)戶可持續(xù)生計影響的時候,可以從多個角度進行分析,分別是:農(nóng)民教育對農(nóng)戶生計資產(chǎn)的影響,農(nóng)民教育對農(nóng)戶生計策略的影響以及農(nóng)民教育對農(nóng)戶生計成果的影響。與以前的“人力資本視角下的農(nóng)民教育”,或者“農(nóng)戶收入視角下的農(nóng)民教育”等研究視角相比,可持續(xù)生計研究框架顯得更加全面。 總體來說,本研究是一次嘗試性的研究,希望這次嘗試能為更多的研究農(nóng)民教育與農(nóng)戶生計的學(xué)者提供一個新的研究的思路和視角。
[Abstract]:In order to build a well-off society in an all-round way, the key lies in the countryside, the emphasis is on the peasants, and the difficulty lies in improving the scientific and cultural quality and the ability to become rich of the peasants. To develop rural education and improve the quality of rural labor force is the core of realizing the overall development of urban and rural areas and solving the problems of agriculture, countryside and farmers, and is also an important content of implementing scientific development to build a harmonious society. Since the founding of the people's Republic of China, the Party and the government have always attached great importance to the education of farmers. In particular, in the process of building a new rural area in recent years, the Central Committee has put forward a "new type of farmer training". The purpose is to carry out practical agricultural technical training and vocational skills training for farmers on the basis of industrial development, and to actively guide and educate farmers to abide by the law, to improve their cultivation, to advocate science, and to change the customs so that they become "literate and technical," The new-type farmers who can manage provide intellectual support and talent guarantee for promoting the adjustment of rural industrial structure, speeding up the process of agricultural industrialization, and increasing farmers' income. Livelihood is one of the problems that must be faced when studying farmers. In recent years, livelihood research is being accepted by more and more scholars and research institutions. In the study of farmers' livelihood, this paper draws lessons from the sustainable livelihood research framework of DFID. The advantage of this framework lies in its maturity and integrity. Under the guidance of sustainable livelihood framework, farmers' livelihood can be divided into three parts: livelihood capital, livelihood strategy and livelihood outcomes. Through the detailed study of farmers' livelihood, we can understand the status quo of farmers' livelihood more clearly and lay a good foundation for the study of the impact of farmers' education on farmers' sustainable livelihood. This study attempts to combine farmer education with farmers' sustainable livelihood and study the impact of farmer education on farmers' sustainable livelihood under the guidance of sustainable livelihood framework. The advantage of this kind of research is that when analyzing the impact of farmer education on farmers' sustainable livelihood, it can be analyzed from a number of angles, namely, the impact of farmer education on farmers' livelihood assets. The impact of farmers' education on farmers' livelihood strategies and the impact of farmers' education on farmers' livelihood outcomes. Compared with the previous research perspectives such as "farmer education in the perspective of human capital" or "farmer education in the perspective of peasant household income", the research framework of sustainable livelihood appears to be more comprehensive. On the whole, this study is a tentative study, hoping that this attempt can provide a new way of thinking and perspective for more scholars to study farmers' education and farmers' livelihood.
【學(xué)位授予單位】：西北農(nóng)林科技大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：C924.2

【引證文獻】

相關(guān)期刊論文 前1條

1 殷瑾;馬倩;徐梓皓;;基于可持續(xù)生計框架的農(nóng)民培訓(xùn)模式和對策研究——以四川省為案例[J];中國軟科學(xué);2012年02期

相關(guān)博士學(xué)位論文 前1條

1 趙靖偉;農(nóng)戶生計安全問題研究[D];西北農(nóng)林科技大學(xué);2011年

相關(guān)碩士學(xué)位論文 前2條

1 白楊;吉林省農(nóng)民遠程教育現(xiàn)狀與發(fā)展策略研究[D];東北師范大學(xué);2011年

2 張麗;生態(tài)補償對農(nóng)戶生計的影響[D];西北師范大學(xué);2012年

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本文編號：1944323