【作者】 王一涛；

【导师】 范先佐；

【作者基本信息】 华中师范大学 ， 教育经济学， 2007， 博士

【摘要】 根据社会学的划分，在当前我国的十大社会阶层中，农民(包括农业劳动者和“农民工”)处于社会的较低层。在这种社会分层格局下，农民(特别是经济欠发达地区的农民)子弟要改变自己的社会地位，实现社会阶层的移动，一个主要甚至可以说是唯一的途径就是教育。在现代社会，教育特别是高质量、高层次的教育能够提高人们的劳动能力，改变人们的社会地位，给人们带来各种经济和非经济的收益。尽管对此农民不一定认识那么深刻，但教育确实在农民的心目中具有不同寻常的意义，广大农民也都希望子女能够通过教育这条途径来实现社会流动和获得较高的社会地位，进而改变自己的命运。然而，遗憾的是，相对于城市孩子，农村孩子要通过教育这条途径来改变命运却是十分艰难的。这首先是城乡经济和社会二元分割的结果。城乡之间的收入鸿沟在不断加深，城乡收入差距之大甚至意味着城乡之间两种截然不同的社会生活模式。当大部分农村孩子仍在钓鱼、放牛或与同伴的嬉戏打闹中度过自己童年的时候，城里的孩子已经在享受电脑、网络等信息社会的成果并开始学习钢琴或“剑桥少儿英语”了。其次，这也是农村基础教育的衰弊所致。与城市教育相比，农村教育现正处于一个不断边缘化的困境之中，经费短缺、教师年龄老化、精英教师流失等诸多困难制约着农村教育的发展，农村孩子考好大学愈来愈难。最后，高等教育本身的发展变化也给农村孩子通过教育来改变身份带来了新的困难。大学高收费和就业风险的存在，使得经济资本和社会资本都非常缺乏的农民子弟在通过教育实现社会流动中面临着前所未有的挑战。由此便引出了本研究的主题和线索：通过教育以实现社会流动在农民的教育需求和学校的教育供给中居于怎样的地位?教育的社会流动功能对于农民的教育需求和学校的教育供给产生着怎样的影响?农民子弟通过教育来改变身份所遇到的困难是什么?导致这些困难的原因是什么?面对这些困难，我们能够做些什么?这就是本文所要研究和解决的主要问题。本文通过运用质的研究方法，在大量占有实际资料的基础上，运用经济学、社会学以及教育经济学的相关理论，对上述问题进行了深入探讨。论文从描述和分析农民的生活入手，探讨了农民的教育需求和学校的教育供给，并着重对农民子弟在通过教育实现社会流动过程中所遇到的重重困难进行了深入分析，并提出了解决问题的基本对策。全文共分为七章：第1章是论文的导论部分，提出了论文所要研究的问题，对已有的相关研究进行了梳理，介绍了研究过程，指明了本文的研究思路和研究方法。第2章花了不少的笔墨对一个村庄的农民生活进行了较为详细的描述。对农民生活的描述为本文提供了思考和写作的背景。农民的生活，确切地说，农民的经济生活，是农民一切教育决策的基础。要理解农民的教育需求和他们所做出的一切教育决策，就需要从他们的经济生活中来寻找原因。不同农民的生活，往往意味着不同的教育需求和教育决策，当农民的生活发生了变化，他们的教育需求和教育决策也会发生相应的变化。因此，不对农民的生活进行详尽的考察对于本研究而言是不完整的。第3章考察了农民的教育需求。农民希望子女能够通过教育来改变自身的处境，获得一种高于自身的社会地位。为了能够通过教育改变身份，农民对子女的学习成绩提出了较高的要求，农民的教育需求是强化应试教育的重要力量。这一章也将农民的教育需求与教育思想家们对教育的阐述作了比较，教育思想家们对教育抱有十分超脱的认识，而农民对教育的态度是十分功利的，他们的教育需求和教育决策表现出了浓厚的“经济人”特征。此外，本章也考察了高等教育进入大众化阶段以后农民对教育需求的变化。第4章探讨了学校的供给目标。学校的供给目标受到了农民教育需求的影响，在当前的考试评价机制下，考试成绩决定了学生在学术道路上的前进距离以及他们获得较高社会地位的可能性。所以，学校为了满足农民的教育需求，只能将应试作为最为重要的目标。而且教育系统中的评价和激励机制也是以考试成绩和升学率为依据来对学校进行衡量的，这也加强了学校的应试倾向。第5章和6六章分析了农民子弟通过教育来实现社会流动所遇到的困难和障碍，即文化资本的缺乏、农村教育的衰弊、农民家庭对教育开支的负担水平和高考中的“分数面前不平等”。在剖析这些困难和障碍的同时也提出了相应的对策。第7章对研究结论进行了简单的归纳，并对正文中一些与主题密切相关但没有进行研究的问题进行了初步探讨。更多还原

【Abstract】 According to the research result of some sociologists, the agriculture laborers and the peasant—workers hold very low social position in contemporary China. In this background, education is the key means to change the original social position of the peasant’s children, especially the children in the poor areas. Therefore, education has a peculiar significance to the peasants, they hope their children can get high social position by education and change their destiny.However, it is a pity that the peasant’s children will encounter great difficulties in changing the social position by education. The first reason lies in the economic difference between the city and the countryside. The difference between the city and the countryside even means two different life styles. When the children of the countryside spend their childhood in fishing, cattle—feeding and playing, the children in the city have already enjoyed the modern technological civilization including computer, internet etc. and begun to learn piano or Cambridge English which the children in the countryside has no opportunity to learn. The second reason lies in the difficulties that the country schools encounter. The shortage of education finance, the seniority of the teachers and the drain of excellent teachers are all the difficulties the country school encounters. These difficulties make it hard for the rural children to enter the universities of high fame. The last reason lies in the high cost of higher education and the high risk in job seeking, which form the great challenge for the rural students to get high social position by education.The questions above lead to the main viewpoint and the thread of this thesis: what is the significance of social position achieved by education to the peasants and the schools? What is the influence of education function to the education demand and the education supply? What are the difficulties for the peasants’ children to change their social position by education? What are the causes of these difficulties? What can we do to solve these problems? These are the questions thesis wants to answer.This thesis answers the questions above with the help of the relevant theory of economics, sociology, and economics of education. To get the first-hand date, the quantitative research is used. The author conducted carefully investigation in a county in Central China. Seven chapters constitute this thesis:Chapter 1 is the introduction of the theses. In this chapter, the questions to be answered are posed. The research done by the former scholars are collected and explained. The process of research and the research method are also carefully discussed in the part.In the second chapter, the author describes carefully the peasant’s life in a village. The village is used as a case to represent the peasants’ life in contemporary China. The description of the peasant’s life is the foundation and the background of the whole thesis. The peasant’s life, their economic life to be exact, is the foundation of their education decision. To understand their education demand and then-decision concerning education, we should first consider their life foundation. Different life foundation means different education demand and different educational decision. When their life foundation changes, the education demand will change correspondingly. Therefore, it is necessary to understand the life foundation for the unity of the whole thesis.In the third chapter, the author investigates the education demand of the peasants. The peasants hope to change the low social status of their children by education and this is their ultimate education demand. The peasants realize that only high scores can guarantee the entry of the famous university and the high socials status in the future so they hope their children can achieve high scores in school. Their education demand is one of the reasons to form the exam—oriented education. This chapter also compares the education demand between the peasant and the education expert. The comparison shows clearly that the peasants are economy—orientated. Considering the great changes that have taken place in the higher education, this chapter also investigate the changes of the peasant’s education demand when the higher education enter into a new era.In the fourth chapter, the author discusses the education supply of the school. The education supply of the school is influenced by the education demand of the peasants. In the contemporary education evaluation system, the scores that the students achieve in the exam determine whether the students can get high social position, so the schools have no choice but to improve the scores of the students to meet the peasant’s education demand. Furthermore, the school performance is evaluated by the scores that the students achieved in the exam, which also enforce the trend of exam—orientation of the schools.The fifth and the sixth chapter analyze the difficulties that the students encounter on the road to high social status by education. The shortage of culture capital, the declination of the rural school, the poverty of the peasant, the injustice in the university enrollment are all the difficulties that the students have to overcome on their road to high social position. The author also suggests some countermeasure to solve the questions.In the last chapter, the author states the main conclusion drawn from the whole thesis. The authors also make a thorough inquiry into some questions that are relevant to the theme but are not discussed in the thesis.更多还原