【作者】 赵丹；

【导师】 范先佐；

【作者基本信息】 华中师范大学 ， 教育经济与管理， 2008， 硕士

【摘要】 农村教学点是适应我国农村地区,特别是人口稀少、居住分散的偏远地区的教育发展而设置的以复式教学为主的小规模不完全学校。从目前情况看,农村教学点具有区别于一般学校的典型特征:所处位置相对偏僻;学校规模小;复式教学为主;在行政管理上教学点从属于某一中心学校或者完全小学,不是完整独立的初等教育形式。农村教学点的产生和发展具有必然性,其雏形可以追溯到古代私塾,之后的村学、乡学及初小等都是教学点在各历史时期的不同形式,为我国教育的发展发挥了不可忽视的作用。此外,从国际范围来看,在发达国家和发展中国家教育发展的初始阶段,由于广大农村地区的人口居住分散,也都是以教学点(小规模学校)为主要办学形式来促进教育普及的。至今,小规模学校仍是各国农村地区教育发展的重要教学组织形式之一。农村教学点对于当前我国农村教育的发展,具有重要的意义和作用。由于我国计划生育政策的落实、以及城镇化进程中农村人口外流导致了农村适龄人口数量下降,使得农村学校规模随之减小。为此而实行的农村中小学布局调整政策在一定程度上有利于集中办学、提高教育质量和规模效益。但偏远地区的特殊地理环境、交通不便以及二元经济结构导致的经济落后,决定了偏远农村低年级学生就近入学的必要性,这也就决定了保留当地农村教学点的必要性。教学点为方便偏远地区学生就近入学、减少上学成本提供了条件,而且很多教学点教师兢兢业业,在办学条件落后的情况下依然能够保证教学质量。因此,教学点不仅有助于解决偏远地区学生上学远、上学难的问题,而且能够成为一种有效的教学组织形式,为当地学生顺利接受义务教育创造了条件。但随着各地农村中小学布局调整工作的逐步推进,一些地区为追求教育规模效益盲目撤销教学点,这给偏远地区的学生带来了上学远、上学难的问题。从教学点自身来说,由于农村教育资源相对有限,在各地集中资源建设中心学校的情况下,很多地方教育行政人员认为教学点是“质量低下”的代名词,是迟早要被撤并的。在现有教育财政体制下,教学点隶属其所在地的中心学校管理,其办学经费得不到及时有效的划拨,办学条件和师资水平难以得到改善,直接威胁到教学质量。可见,教学点处境十分尴尬,这阻碍了偏远地区学生顺利接受义务教育,有悖于义务教育公平,不利于农村义务教育的均衡发展。那么,我们应该怎样看待教学点在农村中小学布局中的地位及其未来发展?怎样做出符合实际的针对教学点的政策调整?怎样改善教学点的现状以促进义务教育公平和均衡发展?这些问题值得关注且迫切需要解答。按照上述逻辑思路,全文分为七章:第一章介绍本文的研究缘起、研究现状、研究意义和方法;第二章对农村教学点进行界定,介绍其数量、类型和分布特点;第三章阐述教学点产生和发展的背景;第四章分析教学点的历史作用和现实功能,肯定教学点对农村教育发展的重要作用;第五章提出当前教学点面临的困境及其负面影响;第六章分析教学点面临困境的原因所在;第七章就如何加强教学点建设提供对策建议。更多还原

【Abstract】 The rural teaching points are incomplete small scale schools, with multiple teaching the main teaching method; this kind of school is established to adapt to the rural area, especially the remote rural areas which have sparse population and housing scattered. At present, the rural teaching points have several typical characteristics which are different from general schools: their location relatively remote; the school scale small; multiple teaching dominant; belonging to some central schools or the complete elementary schools in the administration; incomplete and dependent primary education form. The rural teaching points’ production and development have their own inevitability. Its embryonic form might trace the private school in ancient times. Afterward, the village school, the township study and the lower primary school are different forms of teaching points in various historical periods, and they played very important role for the development of our country education. In addition, looking from the international scope, during the preliminary period of educational development in developed countries and developing countries, because of population housing dispersion in general countryside areas, teaching points (small schools) are also the main school form, they promoted and popularized the education. Until now, the small school is still one of important school forms in other countries’ rural area.Regarding to our rural education’s development, the rural teaching points has the vital significance and functions. Due to the Family Plan policy carried out in our country, as well as the rural population outflow during the urbanization, the school-age quantity of rural population drops, and the rural school scale reduces as well. To a certain extent, the elementary and middle schools-mapping policy makes advantages to centralize schools, enhancing education quality and the scale benefit. But the special geographical and transportation inconvenience as well as the economical backwardness caused by dual economic structure in remote districts, has made it necessary for the lower grade students of remote areas to enter a school nearby, and it was also necessary to retain the rural teaching points. The teaching points make it convenient for students in remote districts to enter a school nearby, and can reduce the cost of school. And also, many teachers of teaching points are conscientious, able to guarantee the teaching quality with the bad school-running situation. Therefore, the teaching points are not only helpful for the students in remote districts to go to school, and also can become one kind of effective teaching organizations, creating conditions for the local students to accept the compulsory education smoothly.But with the elementary and middle schools mapping policy continuing gradually, some teaching points were cancelled blindly to pursue education scale benefit. This brought difficulties to students in remote areas, they have to go to farther school and cost more for school. As to the teaching points, because the rural education resources are relatively limited, when regional resources are centralized to construct center schools, many local educational administraters thought that the teaching points were "low quality", and would be merged sooner or later. In the existing educational finance system, the teaching points are subordinate to its locus center school, its school funds cannot be obtained prompt in time and effectively, the school condition and the teachers’ quality are not easy to improve, thus this threatened the quality of teaching immediately. Obviously, the teaching points’ situation is very embarrassed: this hindered the students of remote areas to accept the compulsory education smoothly, and counteracted the compulsory education impartiality, also unfavorable to the balanced development of rural compulsory education. So, how should we regard the teaching points’ status in the rural schools layout and their development in the future? How to adjust policy in view of the teaching points? How to improve the present situation to promote the compulsory education fair and the balanced development? These questions are worth more attention, and urgent to explain.According to the above logical mentality, the paper are divided into seven chapters: The first chapter introduces this origin ,present founding and significance as well as method of the research; The second chapter carries on the limits to the countryside teaching school, and introduces its quantity, the type and the distributed characteristic; The third chapter presents the background for the teaching points to come into being and develop; The fourth chapter analyses the historical and realistic functions of teaching points ,affirming the positive role the teaching points play to rural education development; The fifth chapter proposes that the teaching points nowadays still face some difficulties and their negative influence; The sixth chapter then analyses the causes and reasons why teaching points are in such difficult position; The seventh chapter focuses on how to strengthen the teaching school construction and suggests some countermeasures.更多还原