试论“三位一体”教育扶贫模式的构建与实施
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摘要
"三位一体"的主要含义是"培养学生,提供岗位,改变家庭",构建一种教育资助与协调发展的合作模式。该文就从企业、政府和学校这三个角度出发,首先介绍了"三位一体"教育扶贫模式的意义,其次分析了扶贫机制的构建模式,最后重点探讨了教育扶贫工作的实施方式,以期为相关人员提供一定的参考。
The main meaning of "Trinity" is to "train students, provide jobs, change families", and to build a cooperative mode of education funding and coordinated development. Starting from the three angles of enterprises, governments and schools, this paper first introduces the significance of the "trinity" model of poverty alleviation through education, then analyses the construction model of poverty alleviation mechanism, and finally focuses on the implementation of poverty alleviation through education, with a view to providing some reference for the relevant personnel.
The main meaning of "Trinity" is to "train students, provide jobs, change families", and to build a cooperative mode of education funding and coordinated development. Starting from the three angles of enterprises, governments and schools, this paper first introduces the significance of the "trinity" model of poverty alleviation through education, then analyses the construction model of poverty alleviation mechanism, and finally focuses on the implementation of poverty alleviation through education, with a view to providing some reference for the relevant personnel.
引文
[1]樊德才,唐佳玲.探索“三位一体”就业扶贫模式[J].四川劳动保障, 2018,393(4):32.
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[3]汪玉峰.农村贫困治理背景下精神扶贫及其模式构建[J].社科纵横, 2017, 32(9):62-65.
[4]袁利平,张欣鑫.教育扶贫何以可能——多学科视角下的教育扶贫及其实现[J].教育与经济,2018,145(5):32-41.
[5]徐祥临.靠“三位一体”形成脱贫攻坚内生动力[J].人民论坛,2018(3):62-63.
[6]鲁子箫,王娜.“因教致贫”现象与农村教育扶贫的价值选择[J].教育评论,2017(2):33-35.
[2]范涌峰,陈夫义.“三位一体”教育扶贫模式的构建与实施[J].教育理论与实践, 2017(10):29-32.
[3]汪玉峰.农村贫困治理背景下精神扶贫及其模式构建[J].社科纵横, 2017, 32(9):62-65.
[4]袁利平,张欣鑫.教育扶贫何以可能——多学科视角下的教育扶贫及其实现[J].教育与经济,2018,145(5):32-41.
[5]徐祥临.靠“三位一体”形成脱贫攻坚内生动力[J].人民论坛,2018(3):62-63.
[6]鲁子箫,王娜.“因教致贫”现象与农村教育扶贫的价值选择[J].教育评论,2017(2):33-35.