【作者】 于发友；

【导师】 赵承福；

【作者基本信息】 山东师范大学 ， 教育学原理， 2005， 博士

【摘要】 本研究目的是在吸纳和继承前人研究成果的基础上,进行深入调查研究和检视思考,透视和揭示义务教育均衡发展的本质内涵、外延及其价值取向,以期澄清一些模糊认识,形成新的科学的义务教育均衡发展观,完善和创新教育均衡发展理论。通过对两个经济、文化发展水平不一的县区进行抽样调查,进一步理清教育均衡发展的制约因素,并试图通过比较研究和实证调查研究,建构适合我国实际的县域义务教育均衡发展标准体系,构建义务教育均衡发展的科学理念和实践模式,为县域义务教育均衡发展提供可资借鉴的理论指导和经验范例。所谓县域义务教育均衡发展,是指县市区政府树立均衡发展理念,根据当地经济社会发展实际因地制宜、实事求是地调整义务教育发展思路,实现城乡之间义务教育学校在办学条件和师资建设上的相对均衡,确保区域内的义务教育均衡协调高质量发展,确保不同的受教育群体在接受教育权利、条件等方面达到相对平等。县域义务教育均衡发展的最基本的表现是,城乡中小学校在经费投入、校舍建设、设施配备以及师资队伍建设等方面均按照统一标准进行,在县域内实现学校建设的标准化、师资配备的均衡化以及教育质量的优质化。县域义务教育均衡发展的理论基础是教育平等思想、教育公平思想、教育民主化思想、资源分配理论和科学发展观。其价值取向一方面在于追求教育公平,保障人的民主平等权利在教育领域的完满实现,最终维护和促进社会的公平;另一方面是在保证公平的基础上实现义务教育的高效率高质量发展。公平和效率并不是一对对立的矛盾,而是辩证统一的。均衡的价值不是不要效率,质量是教育均衡发展的题中之意。通过对美国、日本、韩国以及台湾等教育较为发达或发展水平较高的国家和地区的比较研究,我们发现其共同的经验和做法。一是强化政府责任,建立相对集中的投资体制;二是健全相关政策法规,依法推进义务教育发展;三是制定科学发展规划,强力组织实施;四是统一学校建设标准,推进中小学标准化建设;五是关注弱势群体,重视义务教育均衡发展。县域义务教育均衡发展的状况如何,应该有一个比较明确的标准,本文试图通过对巩固提高阶段的义务教育验收标准的学习研究,对义务教育发展各有关要素的深入分析,经过审慎的理论思考,建构一个县域义务教育均衡发展的指标体系或标准。标准建构依据的基本原则是:优先超前原则,协调统筹原则,政府为主原则,资源均享原则,重在普及原则,质量第一原则。县域义务教育均衡发展的指标主要体现在三个层面:一更多还原

【Abstract】 By absorbing and inheriting the previous achievement about the balanced development of compulsory education, the article has a deep analysis of its essence、extension and value tropism. Based on this the author puts forward a new and scientific theory about the balanced development of compulsory education. Through spot check to two counties with different economic development and cultural atmosphere the author summarizes the factors embarrassing the balanced development of compulsory education. Besides, by comparative study and factual investigation the author tries to establish the standard system of the balanced development of compulsory education in a county area and put up some scientific conception and practice pattern so as to offer some theoretical guidance and experimental paradigm for the balanced development of compulsory education in a county area. The balanced development of compulsory education in a county area means the county government must set up the idea of the balanced development,adjust the strategy of the development of compulsory education according to the factual condition, realize the balanced development of compulsory education between the country and the city,make sure the balanced development of compulsory education in the same area and insure different people could have equal rights and conditions in receiving education. The basic representation of it is that the schools in the country and city should develop according to the unified standard on the aspects of outlay devotion,schoolhouse building,establishment equipment and teachers arrangement so as to realize the standardization of school building,the equilibrium of teachers arrangement and the high quality of education development. The theory of the balanced development of compulsory education is founded on the following theories: educational equality,educational justice,educational democratization,resource distribution and scientific development. The value tropism includes two aspects: pursuing educational justice to guarantee human equal rights comes true in education area; insisting on the compulsory education with high efficiency and high quality develops with justice. We can achieve justice and efficiency in education area at the same time. The balanced development does not mean without efficiency. In fact, the balanced development of compulsory education also means the development with high efficiency and high quality. We can find some common experiences and measures by comparing the development of compulsory education in America,Japan and South Korea: the government takes first responsibility in the development of compulsory education and gives special attention to the poor country area and disadvantaged people; the relative rules of law should be constituted to push forward the balanced development of compulsory education; the plan of the development of compulsory education should be made scientifically and executed energetically; the outlay devotion should be increased and distributed with reason among council schools; social capital are absorbed to boost the development of compulsory education; the reforms movements in education area are advanced to improve the teachers’ diathesis and educational quality. By studying the development standard of compulsory education and analyzing the factors with close connection to compulsory education the author tries to establish a clear standard to judge the status of the balanced development of compulsory education in a county area. Some basic principles should be obeyed in this course: priority of compulsory education; planning as a whole and developing with harmony; the government should take the first responsibility; the educational resources should be shared together; every child should be assisted to gain the opportunity to receive compulsory education; high quality should be put first place. The balanced development of compulsory education in a county area is represented mainly in three aspects: the balanced degree between the development of compulsory education and the economic status of the county; the balanced degree between the schools in the country and those in the city; balanced degree among the students’ achievement. Combining the three indexes we can get a synthesized index to judge the status of the balanced development of compulsory education. Through investigation to the development of compulsory education in Lijin and更多还原