基于实证分析的云南藏区教育阻断贫困代际传递调查研究——以德钦县为例
|
摘要
[目的]反贫困最需要做的就是找准贫困的原因,从贫困的根源上着手摆脱贫困。当前在脱贫攻坚过程中"扶志与扶智"需要共同推进,激发贫困群体内生动力是精准脱贫取得胜利的前提。[方法]文章通过对国家级贫困县云南省迪庆藏族自治州德钦县8个民族乡镇贫困现状的实地调查,基于调查问卷与关键人群访谈的相关数据,利用灰色关联度的方法进行分析,探索云南藏区贫困的根本原因。[结果]对于贫困文化影响严重的民族地区,针对云南藏区的贫困现状,最有效的方法就是充分利用教育来阻断贫困的代际传递。[结论]结合民族地区实际,通过延长国家义务教育前后时段,实施"3+9+3"的15年义务教育工程,解决好教育基础设施及师资问题,对不同年龄段贫困群体开展分类教育,普及基础知识,提升贫困地区群众的科技文化水平,打破贫困文化对贫困群体思想上的束缚,让贫困群体相信依靠科学技术,通过自身努力在政府的帮扶下战胜贫困。
The most important thing to do in anti-poverty is to find out the cause of poverty,and get rid of the poverty from the roots of poverty. At present,it is necessary to promote both ambition and wisdom in the process of poverty alleviation,and stimulating the endogenous power of the poor is the prerequisite for the success of poverty alleviation. This paper investigated the poverty status of eight national towns and districts in Deqin county of Diqing prefecture in Yunnan province,Moreover,based on the relevant data of questionnaires and interviews,it explored the primary cause of poverty in Tibetan areas of Yunnan province by using the grey correlation method. For ethnic regions where poverty culture has a serious impact,the most effective method is to make full use of education to block the intergenerational transmission of poverty. Combining the reality of ethnic minority areas,by extending the before and after national compulsory education period,it is necessary to implement the " 3 + 9 + 3" of 15 years of compulsory education project,solve the problem of good education infrastructure and the teachers,and carry out the classification of education for different age groups,improve the popularization of basic knowledge and enhance the technological and cultural level of the masses. To improve the scientific and technological level of the people in poor areas,break the bondage of poverty on the culture of the poor thoughts in poor areas,and let the poor believe that they rely on science and technology to fight poverty through the their own efforts under the government's support.
The most important thing to do in anti-poverty is to find out the cause of poverty,and get rid of the poverty from the roots of poverty. At present,it is necessary to promote both ambition and wisdom in the process of poverty alleviation,and stimulating the endogenous power of the poor is the prerequisite for the success of poverty alleviation. This paper investigated the poverty status of eight national towns and districts in Deqin county of Diqing prefecture in Yunnan province,Moreover,based on the relevant data of questionnaires and interviews,it explored the primary cause of poverty in Tibetan areas of Yunnan province by using the grey correlation method. For ethnic regions where poverty culture has a serious impact,the most effective method is to make full use of education to block the intergenerational transmission of poverty. Combining the reality of ethnic minority areas,by extending the before and after national compulsory education period,it is necessary to implement the " 3 + 9 + 3" of 15 years of compulsory education project,solve the problem of good education infrastructure and the teachers,and carry out the classification of education for different age groups,improve the popularization of basic knowledge and enhance the technological and cultural level of the masses. To improve the scientific and technological level of the people in poor areas,break the bondage of poverty on the culture of the poor thoughts in poor areas,and let the poor believe that they rely on science and technology to fight poverty through the their own efforts under the government's support.
引文
[1]西奥多·舒尔茨.论人力资本投资.北京经济学院出版社,1990,(12).
[2]奥斯卡·刘易斯.桑切斯的孩子们.上海译文出版社,2014,(7)
[3]阿马蒂亚·森.贫困与饥荒.商务印书馆,2001(1)
[4]谢君君.教育扶贫研究述评.复旦教育论坛,2012,10(3):66-71.
[5]刘苏荣,孙丽萍.人口较少民族聚居地区特色农业发展现状分析--以云南省贡山县为例.中国农业资源与区划,2015,36(6):136-138.
[6]毛韵心.大力推进教育扶贫阻断贫困代际传递.昆明日报,2016-09-28(3)
[7]朱之文.扎实推进教育脱贫着力阻断贫困代际传递.行政管理改革,2016(7):4-10.
[8]张治荣.阻断贫困代际传递:教育事业新使命--兼议十八大以来教育理论创新对教育政策实践的导向价值.宁夏师范学院学报,2016,37(5):119-124.
[9]任友群,郑旭东,冯阳存.推进贫困县域教育精准扶贫的一种有效途径.中国远程教育,2017(5):51-56.
[10]李小云,高明.现代性与亚文化:深度性贫困少数民族群体消费与贫困的研究.四川大学学报(哲学社会科学版),2018(3):37-46.
[2]奥斯卡·刘易斯.桑切斯的孩子们.上海译文出版社,2014,(7)
[3]阿马蒂亚·森.贫困与饥荒.商务印书馆,2001(1)
[4]谢君君.教育扶贫研究述评.复旦教育论坛,2012,10(3):66-71.
[5]刘苏荣,孙丽萍.人口较少民族聚居地区特色农业发展现状分析--以云南省贡山县为例.中国农业资源与区划,2015,36(6):136-138.
[6]毛韵心.大力推进教育扶贫阻断贫困代际传递.昆明日报,2016-09-28(3)
[7]朱之文.扎实推进教育脱贫着力阻断贫困代际传递.行政管理改革,2016(7):4-10.
[8]张治荣.阻断贫困代际传递:教育事业新使命--兼议十八大以来教育理论创新对教育政策实践的导向价值.宁夏师范学院学报,2016,37(5):119-124.
[9]任友群,郑旭东,冯阳存.推进贫困县域教育精准扶贫的一种有效途径.中国远程教育,2017(5):51-56.
[10]李小云,高明.现代性与亚文化:深度性贫困少数民族群体消费与贫困的研究.四川大学学报(哲学社会科学版),2018(3):37-46.