【作者】 邹晓春；

【导师】 訚金童；

【作者基本信息】 广西师范大学 ， 教育经济与管理， 2005， 硕士

【摘要】 目前,我国有国家重点扶持的贫困县(简称国定贫困县)592 个,涵盖了全国72%以上的农村贫困人口,并且主要集中在我国中西部“老、少、边、穷”地区。农村地区年收入低于627 元的农民还有2000 多万人,627 元被认为是中国的温饱线。①实现党的十六大提出的全面建设小康社会的奋斗目标,加快我国这些最贫困县域的人力资源开发,实现当地人民群众脱贫致富显得尤为迫切。贫困地区②的人力资源开发需要农村基础教育、职业教育和成人教育三者通力合作才能完成。其中,直接服务于农业、农民、农村的职业教育又有着十分重要的作用。目前我国贫困地区的农村职业教育的基础非常薄弱,很不适应大力开发农村人力资源的需要。要发展贫困地区的职业教育,就需要加强对贫困地区职业教育的研究。但是,对我国农村职业教育的研究还未引起学术界足够重视,研究我国农村职业教育方面的论著、文章都比较少,特别是对贫困地区农村职业教育进行研究的论著、文章更是寥寥无几。本文以近年来勇探办学新路子并取得较好成效的国定贫困县龙胜各族自治县的职业教育为考察对象,较全面地评析了龙胜县职业教育的实践探索,总结了龙胜县初步构建县域“大职教”体系,促进县域教育发展、经济社会进步的经验。笔者相信提升为理论的这些经验总结,成为在贫困地区、民族地区发展职业教育可供共享的资源。同时,在深入了解和研究龙胜县职业教育发展历史的基础上,剖析影响甚至阻碍其职业教育发展的困难和问题,然后根据国家职业教育发展的政策和国内外职业教育发展的经验,尝试提出解决这些问题的有效对策,这些对策与建议具有继承性、针对性、整体性、实效性和可操作性,对贫困地区和民族地区发展职业教育有一定的推广应用价值。本文在前言中中论述了对本课题进行研究的目的及意义,以及主要的研究方法。正文分四个部分进行论述: 第一部分先对20世纪90年代以前龙胜县社会经济发展状况作一个比较全面的调查与分析,这包括它的地理位置、行政建制、人口与民族、自然资源与经济发展情况,以及龙胜县职业教育发展的初步阶段及特点。这是全文的基础。第二部分着重分析20世纪90 年代以来,龙胜县职业教育实践探索及所取得的成效。这是全文的重点。第三部分提出了当前龙胜县职业教育发展中存在的主要困难与问题:即布局分散,未形成对有限教育资源共享机制;师资队伍薄弱;职教经费十分缺乏,办学条件亟待改善;专业设置论证不充分,适应性差;招生困难。这是全文的关键。第四部分针对存在的问题,提出促进龙胜县职业教育进一步发展的对策与建议。这是全文的核心。更多还原

【Abstract】 At present, there are 592 poverty-stricken counties which are particularly supported by Chinese government. The population of these counties covers overs72% of the rural poverty people in our country and chiefly locates in the central western areas. The yearly incomes of 627RMB is regarded as the breadline of China and there are approximately over 20 million peasants are still struggling under the breadline. Therefore, it’s urgent to carry out the aim----building a well-off society in a full scale, which was proposed by the Sixth Communist Committee and to speed up the development of the labor resource in these poverty-stricken regions. The development of labor resource in these regions demands the cooperation of rural vocational education, fundamental education and adult education. Among these three kinds of education, the vocational education plays a significant role for its direct service to agriculture, peasants and rural areas. Currently, the foundation of rural vocational education in the impoverished regions is too unsubstantial to adapt to the demands of developing the rural labor resource. To develop the vocational education in poverty-stricken regions, the study of this kind of education should be reinforced. However, the academia hasn’t attached enough importance to the study of rural vocational education in our country. There are few treatises and articles in the fields of rural vocational education, especially this kind of study in impoverished regions. In recent years, Longsheng Minority Autonomous County, the state-supported poverty-stricken county has been bravely searching the new ways in running schools and obtains great achievements. This paper cites the vocational education of Longhsneg County as a study object to comprehensively discuss and analyze the practical research of this vocational education, summarize the countywide vocational education system which has been initially constructed in Longsheng, and finally to promote the experience of developing the countywide education and economic society. These experience that would be promoted as theories turns into valuable resource to develop vocational education in those impoverished areas and minority regions; it also can be shared. At the same time, on the basis of deep understanding and researching about the developmental history of vocational education in Longsheng County, this paper analyzes the difficulties and problems which affect and block its development; then tries to propose some efficient measures to solve these problems according to the policies of national education development and the experience of national and overseas vocational education development. These measures and proposition are provided the inheritable quality, pertinence, the unitary quality, effectiveness and maneuverability, process popularized and applicable values on the development of vocational education in state-supported poverty-stricken counties and minority regions. In the preference, the author discusses the goals and significance of the research and introduces some chief research methods on this topic. The text is stated in four parts: In the first part, the author makes a comparatively overall research and analyzes social economic development in Longsheng County before 1990s.It includes geographic position, administrative system, population and nationalities, natural resources, economic development and the preliminary stage and the features of vocational education development. This part is the basis of the paper. The second part focuses on the practicing search and achievement in Longsheng County since 1990s. This is the emphasis. The third part refers to the main difficulties and problems in the vocational education development of Longsheng recently. These problems are, dispersed arrangement, unformed the share system of limited educational resources, weak teaching faculty, the lack of teaching educational funds and facilities, bad adaptability in specializing arrangements and hardness in enrollment. This part is the key. In the light of the above existing problems, the forth part process some measures and suggestions on further development of the vocational education in Longsheng County. This is core in the whole-length.更多还原