【作者】 张金英；

【导师】 陈通；

【作者基本信息】 天津大学 ， 技术经济及管理， 2010， 博士

【摘要】 长期以来,我国城乡分割的二元经济结构和教育制度,造就了城乡教育的巨大差异和农村优质教育资源的短缺。追求“有质量的教育公平”成为推进教育现代化和民主化进程必须破解的难题,城乡教育一体化成为重要的战略任务。本文通过文献查阅及社会调查,全面、系统地论证了城乡教育一体化的理论体系;总结了我国城乡教育一体化取得的成就,分析了我国城乡教育存在的差距;归纳和总结美国、日本、韩国等国促进城乡教育均衡发展的具体做法和中国可以汲取的经验;运用系统科学理论研究城乡教育一体化的动力机制,对其进行战略设计;建立能够反映城乡教育一体化的指标体系,采用层次分析方法评价各省市城乡教育一体化的水平,最后提出政策和建议。本文主要研究内容和结论包括:(1)建国60年来,我国城乡教育取得了巨大的成就,为工业化、城市化和现代化奠定了坚实的人才基础和智力保障。由于城乡教育存在的巨大差距,教育均衡发展和教育公平问题受到了广泛关注,推进城乡教育一体化已成为一种共识、理念和趋势。(2)构建城乡教育一体化动力机制模型,确定了城乡教育一体化的直接动力因子,包括政府、农民、教育发展、城乡一体化和经济发展,城市化、工业化、产业、制度、文化、人口则是间接动力因子。在此基础上,建构了城乡教育一体化动力系统,分析各因子的作用机理。(3)对我国城乡教育一体化进行战略设计,包括确定战略目标、战略重点、战略任务,分析研究了具有中国特色的城乡教育一体化的实践模式。(4)基于教育发展的基本规律和我国城乡教育差距的现状,建立反映城乡教育一体化的指标体系,该体系以城乡基础教育为例,涵盖师资水平、生均教育经费和办学条件等各个方面;采用层次分析方法科学、系统地评价各省市城乡教育一体化的水平。更多还原

【Abstract】 The dual economic structure segmented by the city and the country and the education system lead to huge educational difference between the urban areas and the rural ones and the shortage of high-quality educational resources in the country for a long time. So it becomes a difficult problem that should be solved in the process of the educational modernization and democratization to pursue the educational equity with high quality, and the integration of the urban and rural education has become an important strategic task.In this paper, through the research on the relative literature and social survey, the theoretical system about urban and rural education’s integration has been demonstrated comprehensively and systematically; the achievements of the integration has been summed up; the urban and rural education gaps have been analyzed; the specific measures adopted by the United States, Japan, South Korea and other countries to promote the balanced development of urban and rural education and the experience which can be learned by China from them, have been induced and summed up. And the dynamic mechanism of urban and rural education’s integration has been studied on with the application of systems science and been designed strategically; the indicator system which can reflect the level of urban and rural education’integration has been established and the integration level of different provinces and cities has been valued wit the help of AHP; at last the policies and recommendations have been advanced.The content and conclusions studied by the paper are below: firstly, after the foundation of the People’s Republic of China 60 years ago, the urban and rural education in china has made tremendous achievements, which has laid a solid foundation of talent and intellectual security for china’industrialization, urbanization and modernization. The balanced development of education and the issues about educational equity have drawn abroad attention because of the educational disparities between the urban and the rural, and it has become a consensus, ideas and trends to promote the educational integration of the urban areas and the rural ones. Secondly, the dynamic mechanism is conceived, the government, farmers, the educational development, the urban and rural integration and the economic development are determined as the direct driving forces of the urban and rural education’s integration, and urbanization as well as industrialization, industry, system, culture and population as the indirect motivation factors. On the basis above, the dynamic system of urban and rural education’s integration is constructed and the functions of the factors are analyzed. Thirdly, the urban and rural education’s integration plus strategic objectives, strategic focuses, and strategic tasks is strategically designed, and the practical model of the integration with Chinese characteristics is studied. Fourthly, based on the basic law of the educational development and the status of the gap between the urban education and the rural education in China, the indicator system that can reflect the level of the urban and rural education’integration, is constructed, which takes the basic education in urban and rural areas for example and covers the teacher qualifications, education funding per student, school conditions and other aspects. Levels of the urban and rural education’integration of different provinces and cities are valued scientifically and systematically with AHP.更多还原