【作者】 卿孟军；

【导师】 杨乃良；

【作者基本信息】 广西师范大学 ， 马克思主义理论与思想政治教育， 2006， 硕士

【摘要】 世纪之交,我国农业发展缓慢,农民收入增长速度下降,农村、农民和农业问题成为我国在新世纪全面建设小康社会的难点,引起了党和政府的高度重视。“三农”问题,从根本上说,是城乡均衡发展的问题,而解决城乡均衡发展问题的一个突破口就是城乡教育的均衡发展。作为一个农业人口大国,农村教育问题是我国教育工作的重点和难点。尽管这几年来,党中央、国务院把农村教育工作作为教育工作的重中之重,明确提出新增教育经费主要用于农村的要求,组织实施国家西部地区“两基”攻坚计划、农村中小学现代远程教育工程和实行贫困家庭学生就学的“两免一补”政策,但城乡学校之间的差距依然存在,在一些地区和有些方面还有不断扩大的趋势。城乡义务教育的差距成为社会高度关注的热点问题。本文以我国中部地区一个区(县级区)为例,用实证研究的方法,探讨制约城乡义务教育均衡发展的深层次原因,并对国家推进城乡义务教育均衡发展所采取的政策进行思考,提出了完善和落实这些政策的建议,因而具有一定的现实意义。全文除引言和基本结论外,分四大部分。第一部分,对我国改革开放以来城乡义务教育发展状况进行了简要概括。改革开放以来,我国颁布《九年义务教育法》,确定“地方负责、分级管理”的农村义务教育管理体制,采取“分区规划,分步实施”的政策,建立“两基”评估验收表彰奖励制度。这些政策调动了地方政府和当地群众的办学责任感和积极性,使办学条件明显改善,迅速改变了农村义务教育的面貌。2000年底,中国实现了“基本普及九年义务教育”这一阶段性目标。第二部分,从教育经费投入、师资队伍、初中生获得学业成功的机会三个方面描述了我国城乡义务教育非均衡发展的表现。城乡义务教育经费投入差距的表现是城区教师工资高于农村教师,城区学校生均公用经费和基建经费高于农村学校。城乡义务教育师资差距的表现是城区教师学历高于农村教师,农村小学教师年龄老化,城区教师的现代教育观念高于农村教师。城乡初中生获得学业成功机会差距的表现是农村初中生辍学率明显高于城区初中生,城区初中毕业生占有更多的优质高中教育资源。第三部分,分析了我国城乡义务教育非均衡发展的原因。二元结构下的城乡社会经济非均衡发展是城乡义务教育非均衡发展的经济根源。资源短缺情况下城市教育优先发展,以及由于农村教师待遇差而导致农村学校优秀师资大量流失是城乡义务教育非均衡发展更多还原

【Abstract】 At the turn of the century, China’s agriculture has developed slowly. Farmer’s income growth rate has declined. The problem of countryside, farmer and agriculture becomes a little bit difficult to build affluent society in our country in the new century. It has caused high concern of the party and the government. The problem of countryside, farmer and agriculture, fundamentally said, is the problem of the balanced development between the urban and the rural area. The balanced development of compulsory education between the urban and the rural is a breakthrough to solve this problem. Being a country with a big population in the countryside, the rural education is the key point and the difficulty in educational work. Although in the last years, Central Party Committee, the State Council have given many concerns on the rural education, proposed explicitly that the educational funds increased mainly to use in the rural areas, organize to implement“liangji”by storm in the western area, carry on the project of modernization distance learning in the elementary and middle schools in the rural areas, make the policy that the students in poor family can go to school not only without needing to pay any money for the tuition and the text books but also can get some money to keep them living, but school disparity between the urban and the rural area still exists, and in some areas and places the tendency has expanded. The compulsory education disparity between the urban and the rural area becomes the hot topic which the society pays attention highly. Taking a district (county class district) in the middle area of China as an example, using the method of diagnosis, this paper inquiry into the factors limiting the balanced development of compulsory education between the county town and the rural area, reviews the policies which are made to solve this problem, gives suggestions to carry on these policies efficiently. Thus it has some certain practical significance.This paper is composed of four parts excepting the preface and the conclusion.The first part has briefly overviewed the achievement which has been made since the open and reform policy has been made in our country. After the policy of reform and open has been made, the Law of Compulsory Education came into effect. The rural education administration system was established, that is“the local government is responsible for, the level-to-level to administrate”. A policy was made that the compulsory education should be implemented step-by-step according to the local economic condition. An institution was set up to check the local government’s effort on compulsory education. These policies made the local authority and the local people give their efforts to education. School facilities were improved quickly. The compulsory education in the rural area has been changed rapidly. By the end of 2000, the goal that very child can receive nine year school education was realized in China.The second part gives the description about the compulsory education disparity between the county town and the rural area from educational funds, teacher troop, the students of junior middle school obtaining the opportunity of succeeds .The wage of the teacher who works in the county town is more than that of the teacher who works in the rural area. The administrative overheads and the constructive budget in the county town are more than those in the rural area. The teachers who work in the county town have got more更多还原