农村小规模学校发展政策研究

发布时间：2018-04-28 21:33

本文选题：农村 + 小规模学校　；参考：《华中师范大学》2012年博士论文

【摘要】：城镇化发展与城乡人口流动深刻地改变了我国经济、社会、文化和教育的发展形态。农村剩余劳动力转移、农民工随迁子女增加及农村人口出生率的下降,共同催生了农村义务教育学校布局调整。在经济理性主义价值观指导下,各地学校布局调整呈现出集中化办学、规模化办学和城镇化办学的主导模式,农村教学点、村小等小规模学校被大量关闭。中国特色的城镇化是不是需要将农村变为城市?关闭农村小规模学校、让所有学校进城是不是实现教育的城镇化和教育的现代化的必然选择?如何理解农村小规模学校在政策、体制、制度、文化等多重力量裹挟下呈现的边缘化特征与生存窘态?如何重新定位农村小规模学校的价值?如何在中国特色城镇化、新农村建设战略背景下寻找农村小规模学校的再生之路与发展之路?这是中国经济社会发展和城乡教育一体化发展必须要回答的问题。本研究采用量化与质化相结合的混合方法研究范式,通过对中国大陆11省学校布局调整数据的总体描述,探讨了农村小规模学校的总体特征。在此基础上,作者选取一些小规模学校展开了深入的田野调查。从农村小规模学校的师资、经费收支、外部关系等日常运转的儿个方面呈现小规模学校真实的生存状况和不断被边缘化的艰难处境。基于对各种影响农村小规模学校发展的因素的分析,作者认为农村小规模学校的弱势发展和边缘化处境,一方面受制于学校自身发展能力不足,另一方面与其长期缺乏有利的外部环境直接紧密关联。要真正促进农村小规模学校发展,必须在战略上对其进行准确定位,从优质师资配置、经费分配、社区支持、管理体制创新和学校组织文化再造等层面为农村小规模学校发展提供有力的支持。论文分为导论、正文和结语三个部分。导论部分讨论了农村小规模学校研究的意义和目的,通过回顾相关研究文献,形成了本论文的理论框架；然后,界定了若干核心概念,从研究方法和研究设计层面对本研究的具体开展进行了详细说明。第一章对小规模学校基本特征进行了量化分析。从对小规模学校的基本特征分析入手,对不同规模的学校以及小规模学校群体内部的资源特征差异进行统计分析,随后分析了学校规模与学校的师资、经费状况之间的相关性,并对学校师资及经费收入进行多元线性回归分析。第二章至第五章重点分析了从田野中获得的个案学校资料。第二章分析、呈现了小规模学校教师的特征、教育教学与专业发展状况以及他们对学生和学校变化的体悟；第三章分析了小规模学校的经费收入与支出的主要特征,对保留小规模学校并使其办学基本合格进行了增量成本测算；第四章以描述小规模学校与教育系统和社区系统的互动为主,呈现小规模学校的生存脉络；第五章揭示小规模学校在师资、经费、外部公共关系的综合制约下如何进行日常运转,并总结、评述了小规模学校当前的发展状态。第六章中,借助开放系统理论的资源输入-加工-输出框架,首先探究了小规模学校内部的师资、结构与组织特性对其发展的影响,然后重点解读来自小规模学校外部的各种力量对小规模学校发展的制约。最后,聚焦到农村学校布局调整政策与资源配置政策的文本规定与执行过程,认为政策目标过于狭窄并被扭曲执行,导致小规模学校不断被边缘化。第七章提出了促进小规模学校发展的政策建议,主要包括三个方面：首先要根据小规模学校的重要性和独特性对其在农村学校布局中进行科学定位,并在布局调整中分类对待；其次要采取需求导向的资源配置策略,以本土化师资、倾斜性经费保障和切合实际的管理满足小规模学校的需求；最后,鼓励小规模学校通过组织革新实现自主发展,提升组织革新的能量,并建构优质的外部公共关系。结语部分重新强调了本研究所秉持的公平价值取向,并指出进一步研究的可能空间。
[Abstract]:The development of urbanization and the flow of urban and rural population have profoundly changed the development form of China's economy, society, culture and education. The transfer of rural surplus labor, the increase of migrant workers' children and the decline of the birth rate of the rural population have resulted in the adjustment of the layout of the rural compulsory education school. Under the guidance of the value concept of economic rationalism, schools in various places The layout adjustment presents a centralized model of running a school, the leading mode of large-scale running a school and urbanization, and the small scale schools such as the rural teaching point and the village are closed. Is the urbanization of the Chinese characteristics necessary to change the countryside into the city? To close the small scale schools in the countryside and let all the schools enter the city to realize the urbanization and education of education. The inevitable choice of modernization? How to understand the marginalized characteristics and survival embarrassment of rural small scale schools under the multiple forces of policy, system, system and culture? How to relocate the value of small scale schools in rural areas? How to find the regeneration of small rural schools in the context of urbanization with Chinese characteristics and the strategic background of new rural construction The road and the road of development is a question that must be answered in the development of China's economic and social development and the integration of urban and rural education.
This study uses a mixed method of quantitative and qualitative research paradigm. Through the overall description of the school layout adjustment data in 11 provinces of China, the overall characteristics of the rural small scale schools are discussed. On this basis, the author selected some small scale schools to carry out an in-depth field field investigation. From the rural small scale schools, the teachers and funds are funded. On the basis of the analysis of the factors that affect the development of small scale schools in rural areas, the author believes that the weak development and marginalization of small scale schools in rural areas are subject to the development of the school itself on the one hand. In order to promote the development of small scale schools in rural areas, it is necessary to locate the small scale schools in the rural areas accurately, from the level of high quality teacher allocation, funds distribution, community support, management system innovation and school organizational culture reengineering. The exhibition provides strong support.
The thesis is divided into three parts: introduction, text and conclusion. The introduction part discusses the significance and purpose of the study of rural small scale schools. Through reviewing the relevant literature, it forms the theoretical framework of this paper. Then, it defines some core concepts and details the specific development of this study from the research methods and research layers. Ming.
The first chapter makes a quantitative analysis of the basic characteristics of small scale schools. Starting with the analysis of the basic characteristics of small scale schools, this paper makes a statistical analysis of the differences in the characteristics of resources within the schools of different sizes and small scale schools, and then analyzes the correlation between the school scale and the school teachers and funds, and the school teachers. Multi linear regression analysis of capital and funds income.
The second chapter to the fifth chapter focuses on the case school data obtained from the field. The second chapter analyses the characteristics of the small school teachers, the education and the professional development and their understanding of the changes in students and schools. The third chapter analyses the main characteristics of the income and expenditure of the small scale schools and the small retention of the small schools. The fourth chapter describes the interaction between the small scale schools and the education system and the community system, and presents the existence of the small scale schools, and the fifth chapter reveals how the small scale schools carry out the daily operation under the comprehensive constraints of teachers, funds and external public customs. This paper summarizes the current development of small schools.
In the sixth chapter, with the aid of the resource input processing and output framework of the open system theory, it first explores the influence of the teachers, structure and organizational characteristics on the development of the small scale schools, and then focuses on the constraints from the various forces outside the small scale schools to the development of small schools. Finally, it focuses on the adjustment of the layout of rural schools. The policy formulation and implementation process of policy and resource allocation policy consider that the policy objectives are too narrow and distorted, resulting in the continuous marginalization of small schools.
The seventh chapter puts forward the policy suggestions to promote the development of small scale schools, mainly including three aspects: first, it should be scientifically located in the layout of the rural schools according to the importance and uniqueness of the small scale schools, and classify them in the layout adjustment; secondly, we should adopt the resource allocation strategy of demand guidance to local teachers. Slanting funding and practical management meet the needs of small-scale schools; finally, small schools are encouraged to achieve self-development through organizational innovation, enhance the energy of organizational innovation, and construct high quality external public relations.
The conclusion emphasizes the fair value orientation of this study and points out the possible space for further research.

【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G521

【参考文献】