【作者】 贺能坤；

【导师】 何景熙；

【作者基本信息】 西南大学 ， 民族教育学， 2010， 博士

【摘要】 西藏的学校教育近年来迅速发展,入学率和教育质量都有很大提高。但是,西藏农牧区中、小学校的辍学率仍然较高,中学的情况更为突出。不少学生因不愿意读书而选择逃学,使学校面临生存和持续发展危机。针对这一问题,国家先后采取一系列优惠政策和激励措施：如大幅度增加教育经费投入,积极创造优越的教育教学条件；对农牧区学生实行全免费的“三包”政策(包吃、包住、包书本费),并连续8次提高“三包”标准；修建寄宿制学校；实行藏汉“双语”教学；等等。但是,迄今为止这些政策和措施尚未有效地解决西藏农牧区学生的辍学难题。事实上,此问题的存在不仅直接影响西藏农牧区中小学教育的发展,而且将制约全区人口和经济社会的可持续发展。基于对此现象的思考和相关文献梳理,作者认为有必要从三个层面对此研究问题进行研究,即表层问题——学生不愿意在学校读书源于其不喜欢现在的学校教育；中层问题——学校教育未能满足学生的教育需求；深层问题——西藏农牧区学生有着与其他地区不同的教育需求。西藏农牧区学校教育面临的问题,从本质上讲是一个系统问题,即系统内各子系统及子系统内各要素之间功能没有得到满足而导致的系统失衡。故本研究在借鉴著名社会学家T.帕森斯的社会系统论和(四功能)AGIL模式并予以改造的基础上,构建解释性理论框架：一是将西藏农牧区的社会系统界定为学校子系统、家庭子系统和社会(社区)子系统三部分；二是从系统内部和系统间两个层面探索功能需求的相互满足情况。据此,采用问卷调查和田野调查相结合的方法对研究对象进行了调查分析：(1)选取西藏农牧区代表县A、B两县为样本,利用问卷对学生进行抽样调查；(2)以西藏类乌齐县农牧民家庭为个案研究对象,对家长和辍学学生进行深度访谈,同时对部分样本学生的日常生活进行参与式观察。实证研究结果表明,西藏农牧区中、小学校学生的读书意愿不强烈、在校读书的快乐度较低、逃学欲望强烈、多数学生有逃学经历,初步验证“学生并不喜欢现在的学校教育”这一命题。统计分析结果显示,西藏农牧区学生的读书意愿或逃学原因主要与年龄、生产方式、生活方式、习俗、母语地位、宗教信仰等因素存在显著的相关性,而与父母受教育程度、职业构成、性别、家庭居住地、经济收入等因素无关。进一步分析显示,学生对藏语教学、藏语教材、使用藏汉双语教学的教师、藏族歌舞与绘画等具有明显的偏好。学校教育在上述方面体现得越充分,学生的上学意愿越强烈。反之,学生越不愿意上学。从社会系统论看,西藏农牧区特殊的生产方式、生活方式、价值观等均会对每个人产生深远的影响,这种影响在人与自然的关系上表现为敬畏亲和；在人与人的关系上表现为尊重合作；在人与自身的关系上表现为节欲乐观。在这种背景下,西藏农牧区学生的教育需求有如下四个特征：教育价值追求满足其特殊生产方式与生活方式的实用性；知识构成具有明显的地方性；情感体验重视个体自由和快乐感；对现行学校教育需求意愿不强烈。学校教育并没有很好地满足学生的教育需求是导致学生不愿意在学校读书的根本原因,“学校教育未能满足学生的教育需求”的命题得到证实。本研究主要结论是：1.西藏农牧区学校子系统内部诸要素之间相互不调适；学校子系统与家庭子系统、社区(社会)子系统间相互不调适。2.西藏农牧区学生教育需求与当地生产方式与生活方式有关,并具有自己的特征。3.根据学校内外部诸要素及其与生产和生活方式相关联的教育需求特征,西藏农牧区学生教育需求指标体系由教育内容、办学形式、提供方式、教育效用、快乐情感体验共5个一级指标构成。4.西藏农牧区教育问题的解决依赖于学校系统内部诸元素和社会各子系统间的相互调适的程度。以此验证了“农牧区学生及其家庭有着与其他地区不同的教育需求”命题成立,进而对西藏农牧区学生教育需求的特殊内涵给予回答。本研究结论的政策含义为：(1)在充分认识西藏农牧区学生特征及其教育需求特征的基础上重新理解西藏农牧区教育的内涵；(2)关注西藏农牧区学生的教育需求,发展符合西藏农牧区实际需要的学校教育；(3)充分发挥西藏社会系统的调适功能,促进西藏农牧区学校教育发展。本研究可能贡献在于：一是将社会系统论及其AGIL模式加以改造,用于解析西藏农牧区教育的调适问题；二是对实证数据进行统计处理从而构建出测定西藏农牧区学生的教育需求指标体系。更多还原

【Abstract】 Recently, Tibetan school education develops very quickly. Enrolment and education quality are improved a lot. However, middle school and primary school in Tibetan agricultural and pastoral areas still have high dropout rate, especially in middle school. School meet the cries of survive and sustain development. These realities reduce the speed and quality of school education development in Tibetan agricultural and pastoral areas in some degree. At the same time, they also affect the society, economy and population in Tibetan agricultural and pastoral areas.In order to inspire students’desire of attending school, central government made a lot of efforts: enlarge educational investment, create better education condition, "Three Warranty" policy carried out(free eating, dwelling and educational materials), and the government improve the "Three Warranty" standards for 8 times; build boarding schools, implement biliguage education and so on. Different from regular logic, these policies did not solve the students’dropout problem in Tibetan agricultural and pastoral areas effectively. Obviously, the solution could not be only depending on directly economical investment and material warranty. Based on the bellowing, the study formed three layers questions:firstly, surfer question——students do not want to attend school because they do not like school education nowadays; secondly, middle layer question——school education did not meet students’education need; thirdly, inner layer question——students in Tibetan agricultural and pastoral areas have different education requirement.According to Talcott Parsons’AGIL mode, survive and sustain development of a system should be met its function need. The essence problem of school education in Tibetan agricultural and pastoral areas is the system function needs are not met. But, Talcott Parsons’AGIL mode emphasized on the macroscopic perspective theory discuss which is not suitable to analysis the microscopic perspective like students’dropout phenomenon in Tibetan agricultural and pastoral areas. Therefore, this study does some changes to Talcott Parsons’AGIL mode. First, define the social system in Tibetan agricultural and pastoral areas into school subsystem, family subsystem and society (community) subsystem. Second, explore the situation that to mutual meet the function needs from the perspective of inner system and intersystem. Questionnaire survey and field works be use here. (1) select A county and B county in Tibetan agricultural and pastoral areas as sample. Use questionnaire to collect information from students. (2) select families in Wuqi country of Tibet as a case. Do depth interview with parents and dropout students. At the same time, participant observation also is carried out to some dropout students.The study find out that:students in middle school and primary school are not willing to attend school; the degree of happiness for attends school is relatively low; students like to play truant, many students played truant. This phenomenon primary verify the proposition "students do not like the school education now". According to statistics, the reasons for students who play truant have close relationship to age, production and living ways, customs, native language status and religious belief. And the test showed significant differences on it. On the contrary, the relationship to parents’ educational backgrounds, professional, gender, family residence and economical incomes are not obvious. Furthermore, students’preference is on the aspect of Tibetan language teaching, Tibetan language material, bilanguage teacher, Tibetan singing, dance and drawing. If the school education includes the more elements we referred on the bellowing, more students like to attend school. Otherwise, students’like to play truant.Students’preferences for school education come from daily social system. The special production and living ways and value systems will affect every social member. For example, human is humble and fearful towards the nature, human is corporative towards each individual, and human are control desire and optimism to themselves. In this context, students’education requirements have four characteristics:people’s education value is to meet the special need of daily production and living; local knowledge is needed; individual’s freedom and happy is emphasized; people’s education needs of the existing schools are not strongly. School education does not meet students’ educational requirements. This is the basic reason that students are not willing to attend school. Therefore, the proposition of "school education do not meet student’education need" is verified.The main conclusions are as following:1. inner elements in school subsystem of Tibetan agricultural and pastoral areas do not adapt to each other; school subsystem with family subsystem and community (social) subsystem are not harmonious.2. the education requirements of students in Tibetan agricultural and pastoral areas affected by local production and living. They have unique characters.3. according to the characteristic education requirements, the educational requirement indexes system for students in Tibetan agricultural and pastoral areas include five first class indexes, such as, education content, school forms, supply ways, educational effect and happy experience.4. the solutions for problems which exist in Tibetan agricultural and pastoral areas depend on the degree of mutual adaptation by inner elements in school subsystem and social subsystem. This will verify the proposition "family and students’education requirements in agricultural and pastoral areas are different from people in other areas". At last, the study response to the special meaning of students’education requirements in agricultural and pastoral areas.Hereby, the policy meaning include:(1) re-understand the content of education in Tibetan agricultural and pastoral areas on the base of recognize students’features and education requirements;(2) focus on students’education requirements in Tibetan agricultural and pastoral areas;(3) give full play to the accommodation of the Tibetan social system function and promote the development of school education in agricultural and pastoral areas of Tibetan.The contributions of this study are as following:first, perfect Talcott Parsons’AGIL mode, second, use the method of major elements analysis to construct the educational requirement indexes system for students in Tibetan agricultural and pastoral areas.更多还原