二元经济社会结构下山西省城乡义务教育差异研究
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摘要
党的十七大报告强调指出“教育是民族振兴的基石,教育公平是社会公平的重要基础”。当前,教育均衡发展问题已成为人的普遍关注的热点问题。教育均衡发展是一种理想的状态和全新教育发展观,是社会主义教育事业的本质要求,是全面建设小康社会的重要选择,更是今后一段时期教育发展的战略任务。
本文将利用二元经济理论和教育公平理论对山西省城乡义务教育发展问题的差异进行理论分析。二元经济社会结构在形成之初确实在我国社会经济发展方面起到了一些正面推动作用:它使工业化迅速推进,履行了资金积累功能,工业化优先发展功能和社会稳定的功能。但是,二元社会结构的弊端也是显而易见的。传统的城乡二元结构,在城乡之间筑起了一道道资金、市场、技术、劳动力等壁垒,阻碍了生产要素在城乡之间的交流,并影响整个国民经济的协调发展,但旧体制依然存在,城市和乡村之间仍然存在着生产要素流动的限制或障碍,不仅农业产业化的进程因此而遇到阻力,而且乡镇企业的产业升级和资产重组以及物流业的发展都会因城乡分割、工农分割现象的继续存在而受到制约。城乡二元经济结构阻碍了市场经济的发展,并导致中国城乡之间存在巨大差距。城乡之间的生产和生活依然表现出明显的二元化和结构性的失衡状态。城乡之间的二元化不仅阻碍了国家统一的市场经济体制的形成及社会经济的协调发展,也造成城乡之间、工农之间、贫富之间、干群之间及国家与农民之间的矛盾,构成当前我国社会经济和政治发展中的结构性障碍。更重要的是,城乡二元经济结构还带来了农村居民受教育机会、过程、结果的不平等。义务教育是教育的首要阶段,二元经济社会结构严重影响了我国义务教育的均衡发展。
本文选择评价义务教育均衡的要素----教育机会均衡要素(入学率、特殊教育学生入学率)、教育过程均衡要素(义务教育生均教育经费、生均预算内教育经费、生均预算内公用经费、生均教学仪器设备值、生均图书数、生师比、教师学历合格率、教师职称结构、教师专业对口率、校长学历合格率、校长职称结构)、教育结果均衡要素(学生毕业率、学生升学率),并构建要素评价标准,对比要素评价结果寻找山西省城乡义务教育的差距焦点问题,在教育机会、教育过程、教育结果三个阶段进行对比分析,得出客观城乡差距问题。
另外,本文将对山西省公众(教师、学生、家长)进行义务教育的满意度调查,社会公众对山西省义务教育的满意度反映了社会公众对城乡义务教育的主观评价,对比满意度调查结果得出山西省城乡义务教育的差距问题。
通过客观要素数据分析和主观满意度调查得出的问题,二元经济社会结构是造成问题的一个重要因素。从改善二元经济社会结构带来的负面影响、促进城乡义务教育发展均衡两方面着手,对山西省城乡义务教育均衡发展提出对策和建议。
The party's 17 major report stresses that "education is the cornerstone of national rejuvenation, education, fairness is an important foundation for social justice." At present, education, balanced development of the problem has become a human hot issues of common concern. Balanced development of education is an ideal state and a new concept of education development is the essential requirement of socialist education and is building a moderately prosperous society in an important choice, it is a period of time in the future development of education strategic task.
This paper will make use of the dual economy theory and the theory of education equity in Shanxi differences between urban and rural compulsory education, the development of a theoretical analysis of the problem. Dual economic and social structures to our country's economic, social and other aspects of the formation of the early days did contribute to the socio-economic development of China's some positive features: it enables the rapid advance of industrialization to fulfill the function of capital accumulation, industrialization, give priority to developing capabilities and social stability functions. However, the shortcomings of the dual social structure is evident. The traditional urban-rural dual structure, built of a Road between urban and rural finance, market, technology, labor and other barriers to impede the production elements in the exchanges between urban and rural areas and affect the coordinated development of the entire national economy, but the old system is still exist between urban and rural areas there are still restrictions on the flow of production factors or barriers to the process of industrialization of agriculture not only be met with resistance, and the industrial upgrading of township enterprises and asset restructuring and the development of the logistics industry will be split by urban and rural areas, workers and peasants split the continued existence of the phenomenon of being constrained. Urban-rural dual economic structure hindered the development of market economy and led to the huge gap between urban and rural areas. Between urban and rural production and living has shown that a clear dualism and structural imbalance. Dualism between urban and rural areas not only hindered the reunification of the country's market economic system and socio-economic formation of the coordinated development between urban and rural areas also contributed to industry and agriculture, between rich and poor, between countries and between between cadres and farmers among the The contradictions that China's current socio-economic and political development of the structural obstacles. More importantly, the urban-rural dual economic structure also brings educational opportunities for rural residents, the process, the result of inequality. The first stage of compulsory education, the dual economic and social structures has seriously affected the balanced development of compulsory education in China.
This paper explores the elements of a balanced assessment of compulsory education, educational opportunities ---- balanced elements (enrollment rates, special education student enrollment rate), the education process balanced elements (compulsory student expenditure on education, student budget expenditure on education, student budget public funding, student teaching equipment value, the number of student books, student-teacher ratio, teacher qualifications pass rate, teachers, title structure, the rate of teacher professional counterparts, the principal academic pass rate, the principal title structure), education, the results of equilibrium elements (students graduate rate, the rate of students in further education), and build elements of the evaluation criteria, compared to the elements of evaluation results to find the focus of Shanxi Province, the gap between urban and rural compulsory education, problems in access to education, the education process, education and comparative analysis of the results of three stages, the gap between urban and rural areas come to an objective problem .
In addition, Shanxi Province, this paper will be the public (teachers, students, parents) for compulsory education, satisfaction surveys, the community of compulsory education in Shanxi Province satisfaction reflects the public's subjective evaluation of the urban and rural compulsory education, compared to the results of satisfaction survey Shanxi Province, the gap between urban and rural areas come to the question of compulsory education.
Through objective and subjective elements of data analysis, satisfaction surveys of the problems, analyze the reasons for the dual economic and social structures of the adverse effects. Dual economic and social structures from improving the negative impact and promote a balanced development of compulsory education in both urban and rural areas to start with the balanced development of compulsory education in urban and rural areas of Shanxi Province put forward countermeasures and suggestions.
本文将利用二元经济理论和教育公平理论对山西省城乡义务教育发展问题的差异进行理论分析。二元经济社会结构在形成之初确实在我国社会经济发展方面起到了一些正面推动作用:它使工业化迅速推进,履行了资金积累功能,工业化优先发展功能和社会稳定的功能。但是,二元社会结构的弊端也是显而易见的。传统的城乡二元结构,在城乡之间筑起了一道道资金、市场、技术、劳动力等壁垒,阻碍了生产要素在城乡之间的交流,并影响整个国民经济的协调发展,但旧体制依然存在,城市和乡村之间仍然存在着生产要素流动的限制或障碍,不仅农业产业化的进程因此而遇到阻力,而且乡镇企业的产业升级和资产重组以及物流业的发展都会因城乡分割、工农分割现象的继续存在而受到制约。城乡二元经济结构阻碍了市场经济的发展,并导致中国城乡之间存在巨大差距。城乡之间的生产和生活依然表现出明显的二元化和结构性的失衡状态。城乡之间的二元化不仅阻碍了国家统一的市场经济体制的形成及社会经济的协调发展,也造成城乡之间、工农之间、贫富之间、干群之间及国家与农民之间的矛盾,构成当前我国社会经济和政治发展中的结构性障碍。更重要的是,城乡二元经济结构还带来了农村居民受教育机会、过程、结果的不平等。义务教育是教育的首要阶段,二元经济社会结构严重影响了我国义务教育的均衡发展。
本文选择评价义务教育均衡的要素----教育机会均衡要素(入学率、特殊教育学生入学率)、教育过程均衡要素(义务教育生均教育经费、生均预算内教育经费、生均预算内公用经费、生均教学仪器设备值、生均图书数、生师比、教师学历合格率、教师职称结构、教师专业对口率、校长学历合格率、校长职称结构)、教育结果均衡要素(学生毕业率、学生升学率),并构建要素评价标准,对比要素评价结果寻找山西省城乡义务教育的差距焦点问题,在教育机会、教育过程、教育结果三个阶段进行对比分析,得出客观城乡差距问题。
另外,本文将对山西省公众(教师、学生、家长)进行义务教育的满意度调查,社会公众对山西省义务教育的满意度反映了社会公众对城乡义务教育的主观评价,对比满意度调查结果得出山西省城乡义务教育的差距问题。
通过客观要素数据分析和主观满意度调查得出的问题,二元经济社会结构是造成问题的一个重要因素。从改善二元经济社会结构带来的负面影响、促进城乡义务教育发展均衡两方面着手,对山西省城乡义务教育均衡发展提出对策和建议。
The party's 17 major report stresses that "education is the cornerstone of national rejuvenation, education, fairness is an important foundation for social justice." At present, education, balanced development of the problem has become a human hot issues of common concern. Balanced development of education is an ideal state and a new concept of education development is the essential requirement of socialist education and is building a moderately prosperous society in an important choice, it is a period of time in the future development of education strategic task.
This paper will make use of the dual economy theory and the theory of education equity in Shanxi differences between urban and rural compulsory education, the development of a theoretical analysis of the problem. Dual economic and social structures to our country's economic, social and other aspects of the formation of the early days did contribute to the socio-economic development of China's some positive features: it enables the rapid advance of industrialization to fulfill the function of capital accumulation, industrialization, give priority to developing capabilities and social stability functions. However, the shortcomings of the dual social structure is evident. The traditional urban-rural dual structure, built of a Road between urban and rural finance, market, technology, labor and other barriers to impede the production elements in the exchanges between urban and rural areas and affect the coordinated development of the entire national economy, but the old system is still exist between urban and rural areas there are still restrictions on the flow of production factors or barriers to the process of industrialization of agriculture not only be met with resistance, and the industrial upgrading of township enterprises and asset restructuring and the development of the logistics industry will be split by urban and rural areas, workers and peasants split the continued existence of the phenomenon of being constrained. Urban-rural dual economic structure hindered the development of market economy and led to the huge gap between urban and rural areas. Between urban and rural production and living has shown that a clear dualism and structural imbalance. Dualism between urban and rural areas not only hindered the reunification of the country's market economic system and socio-economic formation of the coordinated development between urban and rural areas also contributed to industry and agriculture, between rich and poor, between countries and between between cadres and farmers among the The contradictions that China's current socio-economic and political development of the structural obstacles. More importantly, the urban-rural dual economic structure also brings educational opportunities for rural residents, the process, the result of inequality. The first stage of compulsory education, the dual economic and social structures has seriously affected the balanced development of compulsory education in China.
This paper explores the elements of a balanced assessment of compulsory education, educational opportunities ---- balanced elements (enrollment rates, special education student enrollment rate), the education process balanced elements (compulsory student expenditure on education, student budget expenditure on education, student budget public funding, student teaching equipment value, the number of student books, student-teacher ratio, teacher qualifications pass rate, teachers, title structure, the rate of teacher professional counterparts, the principal academic pass rate, the principal title structure), education, the results of equilibrium elements (students graduate rate, the rate of students in further education), and build elements of the evaluation criteria, compared to the elements of evaluation results to find the focus of Shanxi Province, the gap between urban and rural compulsory education, problems in access to education, the education process, education and comparative analysis of the results of three stages, the gap between urban and rural areas come to an objective problem .
In addition, Shanxi Province, this paper will be the public (teachers, students, parents) for compulsory education, satisfaction surveys, the community of compulsory education in Shanxi Province satisfaction reflects the public's subjective evaluation of the urban and rural compulsory education, compared to the results of satisfaction survey Shanxi Province, the gap between urban and rural areas come to the question of compulsory education.
Through objective and subjective elements of data analysis, satisfaction surveys of the problems, analyze the reasons for the dual economic and social structures of the adverse effects. Dual economic and social structures from improving the negative impact and promote a balanced development of compulsory education in both urban and rural areas to start with the balanced development of compulsory education in urban and rural areas of Shanxi Province put forward countermeasures and suggestions.
引文
1刘惠林.基础教育均衡化发展中的问题及对策〔J〕.教育探索,2004(9):68一70
2吴开俊,黄家泉.教育均衡化发展:理想与现实的抉择〔J].西北大学报(社会科学版),2003(7):7一11
3牛泉.城乡义务均衡发展之思〔J].素质教育潮,2006(3):7一9
4温习勇.影响我国教育均衡化发展的原因与矫治对策[Jl.陕西理工学院学报(社会科学版),2005(2):84一87
5刘惠林.基础教育均衡化发展中的问题及对策〔J].教育探索,2004(9):68一70
6文新华.我国义务教育均衡发展研究及政策制定中的两个理论问题〔J].教育科学研究,2005(12):5一9
7国家教育发展研究中心专题组.实现基础教育均衡化发展的重要性现状分析及其对策选择〔J〕.基础教育改革动态,2002(18):l一9
8那建雄,刘军.基础教育的均衡化发展〔J〕.教师新概念,2005(l一2):5
9刘惠林.基础教育均衡化发展中的问题及对策[J].教育探索,2004(9):68一70
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2吴开俊,黄家泉.教育均衡化发展:理想与现实的抉择〔J].西北大学报(社会科学版),2003(7):7一11
3牛泉.城乡义务均衡发展之思〔J].素质教育潮,2006(3):7一9
4温习勇.影响我国教育均衡化发展的原因与矫治对策[Jl.陕西理工学院学报(社会科学版),2005(2):84一87
5刘惠林.基础教育均衡化发展中的问题及对策〔J].教育探索,2004(9):68一70
6文新华.我国义务教育均衡发展研究及政策制定中的两个理论问题〔J].教育科学研究,2005(12):5一9
7国家教育发展研究中心专题组.实现基础教育均衡化发展的重要性现状分析及其对策选择〔J〕.基础教育改革动态,2002(18):l一9
8那建雄,刘军.基础教育的均衡化发展〔J〕.教师新概念,2005(l一2):5
9刘惠林.基础教育均衡化发展中的问题及对策[J].教育探索,2004(9):68一70
【1】杨俊青.非完全古典假设下的非国有企业与二元经济结构转化[M].北京:经济科学出版社,2005.
【2】梅莉.城市化进程中城乡基础之间的差距研究.2009山西省基础教育年度报告.山西教育出版社.2009.
【3】杨芳.关于促进城乡基础教育均衡发展的政策研究.《今日财富》.2009.(9)
【4】王炳坤.农村中小学教师激励研究.湖南师范大学.2008.
【5】杨东平.中国教育发展报告.社会科学文献出版社.2009.
【6】韩燕清.改善农村教育条件,促进农村教育发展.通辽日报.2009.
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