本文選題：全面建成小康社會 + 西部高等教育　； 參考：《蘭州大學》2016年博士論文

【摘要】：教育公平是社會公平的重要基礎,是反映社會公平的風向標,高等教育肩負了調(diào)節(jié)社會利益分配、促進社會公平正義的歷史使命與時代責任。西部高等教育的發(fā)展既是一個教育問題,又是一個復雜的社會問題,沒有“教育小康”,也就難有“社會小康”,沒有“西部小康”,更難有“全國小康”。因此,西部高等教育公平在全面建成小康社會的過程中,具有戰(zhàn)略性地位及價值,是全面建成小康社會的重要動力與途徑,是全面建成小康社會的重要內(nèi)容與要求,體現(xiàn)著全面建成小康社會的水平與標志。人民群眾享有受教育機會的充分程度是反映社會公平和“五位一體”建設水平最重要的標志,只有在西部高等教育公平的動力驅(qū)動下,才能真正促進社會公平,最終實現(xiàn)全面建成小康社會的宏偉目標。本研究綜合運用馬克思主義學說、教育學、社會學、經(jīng)濟學等理論,以全面建成小康社會的宏偉目標為指導思想和研究背景,以馬克思主義教育公平觀和改革開放以來中國共產(chǎn)黨的教育公平思想為紅線,以中國西部地區(qū)高等教育入學機會公平問題為研究對象,基于社會資本、文化資本和經(jīng)濟資本的視角,懫取思辨研究與經(jīng)驗研究相統(tǒng)一、辯證唯物主義和歷史唯物主義研究相協(xié)同、定性分析與定量分析相結(jié)合、橫向與縱向比較研究相結(jié)合等方法,對我國對我國西部地區(qū)高等教育入學機會的現(xiàn)狀與問題、成因及對策進行了深入探討。本研究主要包括六章內(nèi)容。導論部分主要對選題背景、研究目的與意義、研究思路和方法、研究重點、創(chuàng)新點以及擬解決的問題等逐一做了闡述,同時對國內(nèi)外研究現(xiàn)狀進行綜述,為其后各篇章的研究做好理論準備。第一章是基本理論部分,主要圍繞核心概念、相關理論基礎以及研究視角三方面進行了闡述。包括界定核心概念、明確高等教育入學機會公平的衡量指標、介紹本研究選擇經(jīng)濟資本、文化資本和社會資本三種資本視角的緣由、明確每種資本視角的考察維度等,并在此基礎上提出了自己的基本觀點。本章同時還繼承和揚棄了前人的研究成果,選擇了較有代表性、解釋力和適切性的相關理論觀點,認為馬克思主義社會公平觀與教育觀、正義論、文化再生產(chǎn)理論、社會資本理論等能夠為本研究能夠提供堅實的理論基礎,對每種理論基礎來源、對本研究的啟示以及與本研究的契合性進行了介紹。第二章主要闡述了馬克思主義中國化進程中教育公平理念的發(fā)展脈絡。本章從教育公平理念的源頭——馬克思恩格斯的教育公平觀入手,梳理了馬克思主義中國化進程中教育公平理念繼承與發(fā)展的成果——中國共產(chǎn)黨的教育公平思想,最后立足于教育公平理念的最新理論平臺——全面建成小康社會,闡述了新時期教育公平對全面建成小康社會的重大意義,認為促進西部高等教育入學機會公平既是高等教育事業(yè)現(xiàn)代化發(fā)展的需要,也是全面建成小康社會的內(nèi)在規(guī)定。第三章闡述了我國西部地區(qū)全面建成小康社會面臨的挑戰(zhàn)。本章對西部地區(qū)與全國平均水平,與東部、中部、東北部三個區(qū)域以及西部地區(qū)內(nèi)部三方面小康社會的實現(xiàn)程度進行了比較,分析了西部地區(qū)全面小康社會建設與發(fā)展的不平衡現(xiàn)狀。同時,從西部地區(qū)與東中部小康社會的發(fā)展差距、西部地區(qū)與東中部經(jīng)濟與教育發(fā)展差距兩大方面著手,揭示了西部地區(qū)全面建成小康社會面臨的困境和障礙。認為西部地區(qū)要奪取全面建成小康社會的勝利,必須要清晰地認識到西部高等教育公平在全面建成小康社會中的戰(zhàn)略地位,要明確西部高等教育公平之于全面小康社會的當代價值。第四章是西部高等教育入學機會公平的現(xiàn)狀分析及問題揭示部分。本章為論文的主干環(huán)節(jié),主要運用實證研究方法,基于全面小康社會的大背景,對我國西部高等教育入學機會狀況進行了經(jīng)濟資本、文化資本和社會資本視角的詳細考察,探討了西部高等教育入學機會的公平現(xiàn)狀,揭示了高等教育入學機會不公問題之所在。首先,分別從高等教育毛入學率、高校在校生人數(shù)、優(yōu)質(zhì)高等教育資源分布、高校招生計劃、錄取分數(shù)線、高校區(qū)域布局和區(qū)域經(jīng)濟水平等幾個維度分析了西部高等教育入學機會公平的總體現(xiàn)狀,揭示了西部與東部發(fā)達省區(qū)之間存在的公平差距事實。其次,分別從不同家庭子女在各類高校中的分布、優(yōu)質(zhì)高等教育資源的分布以及專業(yè)選擇的差異狀況三個主要方面,揭示了占有不同經(jīng)濟資本、文化資本和社會資本的家庭的子女在高等教育入學機會公平方面存在的較大差距。第五章是對我國西部高等教育入學機會問題進行歸因分析,是論文的主干部分之一。本章主要運用質(zhì)性研究方法,總結(jié)和歸納了經(jīng)濟資本、文化資本和社會資本導致西部高等教育入學機會不公的內(nèi)在機理,并構(gòu)建了三種資本影響高等教育入學機會的作用機制模型。分別從宏觀原因和微觀原因兩大方面進行了歸因分析,宏觀原因主要表現(xiàn)為三方面:教育政策與管理體制之弊為直接性原因;招考制度“城市化傾向”之偏為主導性原因;區(qū)域經(jīng)濟發(fā)展水平之困為發(fā)展性原因。微觀原因主要表現(xiàn)為三方面:經(jīng)濟資本對獲取高等教育機會的客觀限制;社會資本對獲取高等教育機會的潛在壓力;文化資本對獲取高等教育機會的文化干預。在歸因分析基礎上,本章將三種資本影響高等教育入學機會的作用機制確定為直接作用機制和間接作用機制兩大方面。第六章是我國西部高等教育入學機會公平的對策體系構(gòu)建部分,是本文的落腳點和重點�；谒沂镜膯栴},筆者提出了促進西部高等教育入學機會公平的五項基本原則:發(fā)展性原則、公益性原則、機會均等原則、差別原則和補償原則,并在此基礎上構(gòu)建了“五位一體”的對策體系,試圖通過政府引領、社會應和、高教主導、家庭跟進以及技術推進五個方面推進西部高等教育機會公平。一是政府引領,創(chuàng)建“教育小康”與“社會小康”和諧共榮局面,具體策略為:在借鑒國際經(jīng)驗的基礎上,健立健全法律法規(guī)建立統(tǒng)籌機制,縮小城鄉(xiāng)教育差距;增投基礎教育,適度弱勢文化補償;合理規(guī)劃布局,實施教育資源共享;建設“教育小康”,促進“社會小康”。二是社會積極應和,創(chuàng)建“社會文化繁榮”與“城鄉(xiāng)資本均衡”的新生態(tài),具體策略為:加強家校廣泛聯(lián)系,促進學社密切合作;推動社會文化建設,縮小文化資本差距;發(fā)動社會力量辦學,完善貧困生資助措施;三是高等教育主導,秉持“公平”與“質(zhì)量”并重的教育機會公平理念,具體策略為:改革招生考試制度,縮小家庭社會資本差距;構(gòu)筑信息援助網(wǎng)絡,提供全方位擇校信息;加強城鄉(xiāng)校際互動,實施教育文化交流共享。四是家庭積極跟進,形成“資本數(shù)量”與“家教質(zhì)量”互補共生的新格局,具體策略為:增加公共文化產(chǎn)品數(shù)量,提升家庭教育質(zhì)量;轉(zhuǎn)變傳統(tǒng)教育思想觀念,營造良好的家庭文化氛圍;努力提升家長文化素養(yǎng),積極參與子女的教育過程;切實增強家長信息意識,提高家庭文化資本總量。五是技術推進,促進“信息技術公平”與“教育公平”的深度融合,具體策略為:借鑒美國教育信息化建設經(jīng)驗;突出教育信息化對我國西部地區(qū)的現(xiàn)實價值;以教育信息化促進西部教育公平。文章最后指出,教育非均衡發(fā)展無益于社會和諧、政治穩(wěn)定和民族團結(jié),西部高等教育入學機會公平問題的解決需要在社會公平的語境中才能最終達成,作為社會的一個子系統(tǒng),高等教育系統(tǒng)內(nèi)的不公平和不平等,本質(zhì)上是社會整體系統(tǒng)中不平等和不公平的投射和體現(xiàn),隨著人們公民權(quán)利意識的覺醒、社會公平及正義保障機制的不斷完善,相信我國西部高等教育入學機會將日趨公平,全面建成小康社會的目標也終將會實現(xiàn)。
[Abstract]:Educational equity is an important basis for social equity and a vane reflecting social equity. Higher education has shouldered the historical mission and responsibility of the society to regulate the distribution of social interests and promote social fairness and justice. The development of western higher education is not only a problem of education but also a complex social problem, and it is difficult to have "education well-off". In the process of building a well-off society in an all-round way, in the process of building a well-off society in an all-round way, the western higher education equity has strategic position and value. It is an important motive and way to build a well-off society in an all-round way, and it is an important content and requirement of building a well-off society in an all-round way, reflecting the overall construction of the well-off society in an all-round way. The level and mark of a well-off society. The full extent of the people's access to education is the most important symbol of the social equity and the "five in one" construction level. Only under the driving force of the fair of the western higher education can the social fairness be truly promoted and the grand goal of building a well-off society in an all-round way. Using the theory of Marx doctrine, pedagogy, sociology and economics, the great goal of building a well-off society in an all-round way is the guiding ideology and research background, and the fair idea of Marx's education and the educational fair thought of the Communist Party of China since the reform and opening up as the red line, and the fair opportunity of higher education in Western China is fair. The problem is based on the perspective of social capital, cultural capital and economic capital. It takes dialectical materialism and historical materialism research together, combines qualitative analysis with quantitative analysis, and combines horizontal and longitudinal comparative studies to study higher education in China's western region of China. The present situation and problems, causes and countermeasures are discussed in depth. This study mainly includes six chapters. The introduction mainly expounds the background of the topic, the purpose and significance of the study, the research ideas and methods, the focus of the study, the innovation and the problems to be solved, and summarizes the research status at home and abroad. The first chapter is the basic theory part, which mainly focuses on the core concept, the relevant theoretical basis and the three aspects of the research perspective. It includes the definition of core concepts, the determination of the equity of higher education entrance opportunities, and the selection of economic capital, cultural capital and social capital in this study. On the basis of the origin of the three capital perspectives and the definition of the perspective of each capital, and on this basis, it puts forward their basic views. At the same time, this chapter also inherits and sublate the previous research results, and chooses the relative theoretical views of representative, explanatory and appropriateness, and thinks that Marx's view of social fairness and education, justice, and justice On the other hand, the theory of cultural reproduction and the theory of social capital can provide a solid theoretical basis for this study, and introduce the source of each theory, the enlightenment to this study and the agreement with this study. The second chapter mainly expounds the development of the concept of educational equity in the course of the Sinicization of Marx doctrine. The source of the concept of fair education - Marx and Engels's educational equity view, combs the achievements of the inheritance and development of the concept of educational equity in the process of Marx's Sinicization - the ideology of the educational equity of the Communist Party of China, and finally, based on the latest theoretical platform of the concept of educational equity - the building of a well-off society in an all-round way. The great significance of educational equity to a well-off society in an all-round way in the period is that promoting the fair opportunity for higher education in Western China is not only the need of the modernization of higher education, but also the internal regulation of building a well-off society in an all-round way. The third chapter expounds the challenges facing the western region of China to build a well-off society in an all-round way. The regional and national average level, compared with the eastern, central, northeastern three regions and the realization degree of three aspects of well-off society in the west, analyzed the unbalanced situation of the construction and development of the comprehensive well-off society in the western region. At the same time, the gap between the western region and the East and middle part of the well-off society, the western region and the East and the central region. In the two main aspects of the gap between economic and educational development, this paper reveals the difficulties and obstacles faced by the western region to build a well-off society in an all-round way. It is believed that the victory of the western region to complete a well-off society in an all-round way must clearly recognize the strategic position of the western higher education equity in a well-off society in an all-round way and to clear the higher education in the West. The fourth chapter is the analysis of the present situation of the fair opportunity of higher education in western higher education and the part of the problem. This chapter is the main link of the thesis. This chapter mainly uses the empirical research method, based on the background of the well-off society in an all-round way, and carries out economic capital for the situation of higher education entrance opportunity in Western China. On the basis of the detailed investigation of cultural capital and social capital, this paper probes into the fair present situation of higher education entrance opportunities in Western China, and reveals the unfairness of higher education entrance opportunities. First, the gross enrollment rate of higher education, the number of students in Colleges and universities, the distribution of high quality higher education resources, the enrollment plan of higher education, the admission score line, the University District, The overall situation of the fair opportunity of higher education in Western China is analyzed by several dimensions of regional distribution and regional economic level, and the fair gap between Western and eastern developed provinces is revealed. Secondly, the distribution of children of different families in various colleges and universities, the distribution of high quality and high education resources and the difference of professional selection are also analyzed. The three main aspects of the situation reveal the large gap between the children of families with different economic capital, cultural capital and social capital in higher education entrance opportunities. The fifth chapter is the attribution analysis of the opportunity of higher education in Western China, which is one of the main parts of the article. This chapter mainly uses qualitative research. In this way, the internal mechanism of economic capital, cultural capital and social capital which lead to the unfairness of the entrance opportunity of higher education in Western China is summarized and summed up, and the mechanism model of three kinds of capital influencing the entrance opportunity of higher education is constructed. The attribution analysis is carried out from the macro and microcosmic reasons in two generalsides, and the macro reasons are mainly manifested in the analysis. Three aspects: the direct causes of the disadvantages of the educational policy and the management system; the leading reason for the "urbanization tendency" of the recruitment system; the development of the level of regional economic development. The microcosmic reasons are mainly manifested in three aspects: the objective limitation of the economic capital for the access to higher education; and the social capital for the acquisition of higher education machines. The potential pressure of the meeting; cultural capital's cultural intervention in obtaining higher education opportunities. On the basis of the attribution analysis, this chapter defines the mechanism of the three kinds of capital affecting the higher education entrance opportunity as the direct and indirect mechanism of two aspects. The sixth chapter is the countermeasure system of the fair opportunity of higher education in Western China. On the basis of the problems revealed, the author puts forward five basic principles to promote the fairness of the entrance of higher education in Western China: the principle of development, the principle of public welfare, the principle of equal opportunity, the principle of difference and the principle of compensation, and on this basis, we have constructed the "five in one" system of countermeasures and try to pass it through. The government leads the society to promote the fair opportunity of higher education in Western China. First, the government leads and creates a Harmonious Co prosperity situation of "education well-off" and "social well-off". The specific strategy is to build up a comprehensive mechanism for establishing and perfecting laws and regulations on the basis of international experience. The gap between urban and rural education, the basic education of increasing investment, the moderately disadvantaged cultural compensation, the rational planning of the layout, the implementation of the sharing of educational resources, the construction of a "well-off education" and the promotion of a "well-off society". Two are the new ecology of social culture prosperity and the balance of urban and rural capital. We should cooperate closely, promote social and cultural construction, narrow the gap of cultural capital, mobilize social forces to run schools, and improve the financing measures for poor students; three is the concept of fair education opportunity which is dominated by higher education and holds equal weight with "fairness" and "quality". The concrete strategy is to reform the enrollment examination system and narrow the gap of family social capital; build a letter. It provides a full range of information for school selection, strengthens the interschool interaction between urban and rural schools, and implements the sharing of educational and cultural exchanges. Four is a new pattern that families actively follow up to form a complementary and symbiotic pattern of "capital quantity" and "quality of home education". The specific strategy is to increase the quantity of public cultural products, improve the quality of family education, and change the traditional educational ideas, Building a good family culture atmosphere, improving parents' cultural quality, actively participating in the education process of children, strengthening the awareness of parents' information and raising the total amount of family cultural capital. Five is the technology promotion, promoting the deep integration of "information technology equity" and "educational equity". The concrete strategy is to draw on the construction of educational information in the United States. In the end, the paper points out that the unbalanced development of education is not beneficial to social harmony, political stability and national unity, and the resolution of the fairness of the entrance opportunity of higher education in western higher education needs to be finally reached in the context of social equity. As a subsystem of society, the inequity and inequality in the higher education system are essentially the projection and embodiment of inequality and unfairness in the whole system of society. With the awakening of people's consciousness of citizens' rights and the continuous improvement of social equity and justice guarantee mechanism, it is believed that the opportunity for higher education in Western China will be increasingly fair, The goal of building a well-off society in an all-round way will eventually come true.
【學位授予單位】：蘭州大學
【學位級別】：博士
【學位授予年份】：2016
【分類號】：G649.2
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本文編號：2114175