【作者】 陈燕燕；

【导师】 郑晓鸿； 高金岭；

【作者基本信息】 广西师范大学 ， 教育经济与管理， 2006， 硕士

【摘要】 本研究的主要目的是丰富教育均衡发展理论,对义务教育均衡发展实践提出建议。在吸纳和继承前人研究成果的基础上,进行了深入的理论探索、调查研究和审视思考,透视义务教育均衡发展的应然价值;分析西部地区义务教育发展的现状和成因;并提出政策建议。研究方法主要是文献法。通过对文献资料的搜集、梳理、提炼、消化和吸纳,为研究提供了理论上的借鉴。以及对最新义务教育发展数据资料的分析整合,在此基础上讨论西部地区义务教育均衡发展呈现的问题并提出政策建议。论文的主要内容是:“十五”期间,教育部把均衡发展作为我国义务教育发展的政策重点,这反映了教育发展的现实要求和内在需要。上世纪末,我国实现了基本普及九年义务教育的宏伟目标,从根本上保障了广大儿童少年接受义务教育的权益。但由于各地区经济发展不平衡,城乡二元结构矛盾突出。尽管近年来各地义务教育都有了新的发展,但城乡之间、地区之间、学校之间的差距依然存在,在一些地方和某些方面还有扩大的趋势,成为义务教育发展中需要高度关注的问题。失衡的义务教育发展现状桎梏了义务教育的良好发展。义务的均衡发展理念是教育公平思想在教育发展政策上的体现。教育公平是教育均衡发展的理论基础,而义务教育均衡发展是教育公平思想在新时代的发展。义务教育均衡发展的应然价值包括:教育公平和社会效益。义务教育具有公共产品属性。教育公平的价值,义务教育均衡发展是围绕教育公平提出来的教育发展思路和政策。义务教育公平的表现形式是起点公平,过程公平,结果公平。义务教育具有广泛的社会效益是社会的平衡器。西部地区义务教育发展的现状:我国已经具备义务教育均衡发展的教育基础,东西部义务教育发展差距显著但比以往有所缓和,但西部地区内存在较大地区间差异。东西部地区差异非常大,西部地区比东中部落后很多,也低于全国的平均水平。东西部义务教育发展差距显著,西部地区内存在较大地区间差异,城乡间义务教育的差距非常大。但在近几年国家的政策扶持下,东西部之间的差距比前些年有缓和。教育经费情况分析,西部地区义务教育生均预算内教育事业费、生均公用经费、预算内教育拨款增长情况等各指标都要比东中部和全国低。西部地区内各省差异也十分明显。预算内教育支出增长比例东西相差不大,预算内教育经费占财政支出比例增长百分点西部甚至要高于东中部和全国,但是实际投入的经费总额差距巨大,实际情况仍然是东中部比西部有优势。师资队伍现状分析,西部地区义务教育生师比和减低幅度都大于东中部和全国平均。简单的说就是西部地区更多的学生共用一个教师,相同条件下一个西部地区的教师要比东部需要负担的更多的学生。西部地区专任教师人数比东中部和全国平均数要低,但西部地区专任教师人数保持增长,且增长速度比较快。硬件条件分析,西部地区义务教育数学自然实验仪器达标学校比例,城乡各项指标都明显低于东中部地区,也低于全国的平均数。西部地区内各省市差距非常突出。西部地区义务教育信息化普及水平整体偏低,建网比例和每百名学生拥有计算机的台数远远低于东中部地区和全国平均水平,西部内地区差距大。西部地区义务教育超大班额比例东西部相差很大,西部内存在明显地区差异,但东中部大班比例比西部要高。西部地区义务教育不均衡现状的成因:区域经济发展失衡造成义务教育阶段教育资源配置失衡;教育政策偏斜加剧义务教育失衡。政策建议:强化政府责任,保证义务教育投入,建立责任清晰的财政转移支付制度,提倡义务教育发展的积极差别政策;合理配置教师资源、均衡生源质量;开发和充分利用现代信息技术;强化并完善义务教育均衡发展监测评估体系。更多还原

【Abstract】 The main purpose of this research is to enrich the balanced development of education theories and provide some suggestions for the balanced development and practice of the compulsive education. Besides, basing on the absorption and inhabitation the research results done by others, the paper tries to in-depth analyze the thesis of compulsive education in western China, to investigate and think clearly about the values of the compulsive education. What’s more, it tries to find out the status quo and the cause of formation of the development of the compulsive education in western China.The main contents are: During the period of the tenth five-year plans, the department of education stressed on the balanced development of the national compulsive education, reflecting the current needs of the education in China. At the end of the last century, China has realized the great aim of basically popularizing of the nine-year compulsive education in order to guarantee the rights and interests that vast numbers of children can receive the compulsive education radically. As the unbalanced development in different regions, the contradiction between urban areas and countries is obviously seen. Although the compulsive education of different areas was put forward in recent years, the gap between urban and rural areas, the regional difference and the difference among schools still exists. What’s more, in some regions, the gap is tend to expands to some degree and more or less becomes the problem worthy paying high attention in the process of popularizing the compulsive education. The well development of compulsive education is astricted by the unbalanced situation of the compulsive education. The belief of the compulsive and balanced development is the carrier of the view of equitable education on the basis of the policies of education. The equitable education is the academic basis of the balanced education, while the balanced compulsive education is also the development of the equitable education in the new times.The values of balanced compulsive education include the equitable education and social benefits. Compulsive education has productive properties. The values of equitable education and the compulsive balanced education are raised by the policy of equitable education. The compulsive education, with the characteristics by the justices of jump-off point, process and outcome, has great social benefits and is a social balancer.The current situation of the compulsive education in western area: China has had the educational basis of the balanced education. Although the different development between western and eastern areas has been improved to some degree, the regional diversity is still obvious. For更多还原