西藏农牧区教育调适研究

发布时间：2018-08-22 09:50

【摘要】： 西藏的学校教育近年来迅速发展,入学率和教育质量都有很大提高。但是,西藏农牧区中、小学校的辍学率仍然较高,中学的情况更为突出。不少学生因不愿意读书而选择逃学,使学校面临生存和持续发展危机。针对这一问题,国家先后采取一系列优惠政策和激励措施：如大幅度增加教育经费投入,积极创造优越的教育教学条件；对农牧区学生实行全免费的“三包”政策(包吃、包住、包书本费),并连续8次提高“三包”标准；修建寄宿制学校；实行藏汉“双语”教学；等等。但是,迄今为止这些政策和措施尚未有效地解决西藏农牧区学生的辍学难题。事实上,此问题的存在不仅直接影响西藏农牧区中小学教育的发展,而且将制约全区人口和经济社会的可持续发展。基于对此现象的思考和相关文献梳理,作者认为有必要从三个层面对此研究问题进行研究,即表层问题——学生不愿意在学校读书源于其不喜欢现在的学校教育；中层问题——学校教育未能满足学生的教育需求；深层问题——西藏农牧区学生有着与其他地区不同的教育需求。西藏农牧区学校教育面临的问题,从本质上讲是一个系统问题,即系统内各子系统及子系统内各要素之间功能没有得到满足而导致的系统失衡。故本研究在借鉴著名社会学家T.帕森斯的社会系统论和(四功能)AGIL模式并予以改造的基础上,构建解释性理论框架：一是将西藏农牧区的社会系统界定为学校子系统、家庭子系统和社会(社区)子系统三部分；二是从系统内部和系统间两个层面探索功能需求的相互满足情况。据此,采用问卷调查和田野调查相结合的方法对研究对象进行了调查分析：(1)选取西藏农牧区代表县A、B两县为样本,利用问卷对学生进行抽样调查；(2)以西藏类乌齐县农牧民家庭为个案研究对象,对家长和辍学学生进行深度访谈,同时对部分样本学生的日常生活进行参与式观察。实证研究结果表明,西藏农牧区中、小学校学生的读书意愿不强烈、在校读书的快乐度较低、逃学欲望强烈、多数学生有逃学经历,初步验证“学生并不喜欢现在的学校教育”这一命题。统计分析结果显示,西藏农牧区学生的读书意愿或逃学原因主要与年龄、生产方式、生活方式、习俗、母语地位、宗教信仰等因素存在显著的相关性,而与父母受教育程度、职业构成、性别、家庭居住地、经济收入等因素无关。进一步分析显示,学生对藏语教学、藏语教材、使用藏汉双语教学的教师、藏族歌舞与绘画等具有明显的偏好。学校教育在上述方面体现得越充分,学生的上学意愿越强烈。反之,学生越不愿意上学。从社会系统论看,西藏农牧区特殊的生产方式、生活方式、价值观等均会对每个人产生深远的影响,这种影响在人与自然的关系上表现为敬畏亲和；在人与人的关系上表现为尊重合作；在人与自身的关系上表现为节欲乐观。在这种背景下,西藏农牧区学生的教育需求有如下四个特征：教育价值追求满足其特殊生产方式与生活方式的实用性；知识构成具有明显的地方性；情感体验重视个体自由和快乐感；对现行学校教育需求意愿不强烈。学校教育并没有很好地满足学生的教育需求是导致学生不愿意在学校读书的根本原因,“学校教育未能满足学生的教育需求”的命题得到证实。本研究主要结论是：1.西藏农牧区学校子系统内部诸要素之间相互不调适；学校子系统与家庭子系统、社区(社会)子系统间相互不调适。2.西藏农牧区学生教育需求与当地生产方式与生活方式有关,并具有自己的特征。3.根据学校内外部诸要素及其与生产和生活方式相关联的教育需求特征,西藏农牧区学生教育需求指标体系由教育内容、办学形式、提供方式、教育效用、快乐情感体验共5个一级指标构成。4.西藏农牧区教育问题的解决依赖于学校系统内部诸元素和社会各子系统间的相互调适的程度。以此验证了“农牧区学生及其家庭有着与其他地区不同的教育需求”命题成立,进而对西藏农牧区学生教育需求的特殊内涵给予回答。本研究结论的政策含义为：(1)在充分认识西藏农牧区学生特征及其教育需求特征的基础上重新理解西藏农牧区教育的内涵；(2)关注西藏农牧区学生的教育需求,发展符合西藏农牧区实际需要的学校教育；(3)充分发挥西藏社会系统的调适功能,促进西藏农牧区学校教育发展。本研究可能贡献在于：一是将社会系统论及其AGIL模式加以改造,用于解析西藏农牧区教育的调适问题；二是对实证数据进行统计处理从而构建出测定西藏农牧区学生的教育需求指标体系。
[Abstract]:In recent years, school education in Tibet has developed rapidly, and the enrollment rate and the quality of education have been greatly improved. However, in Tibet's agricultural and pastoral areas, the drop-out rate of primary schools is still high, and the situation in secondary schools is even more prominent. Many students choose to skip school because they are unwilling to study, which makes schools face the crisis of survival and sustainable development. Take a series of preferential policies and incentives: such as substantially increasing investment in education, actively creating favorable conditions for education and teaching; the implementation of a free "three-pack" policy for students in agricultural and pastoral areas (including food, shelter, book fees), and eight consecutive increases in the "three-pack" standard; the construction of boarding schools; the implementation of Tibetan-Chinese "bilingual" Teaching However, so far these policies and measures have not effectively solved the problem of dropping out of school in Tibet's agricultural and pastoral areas. In fact, the existence of this problem will not only directly affect the development of primary and secondary education in Tibet's agricultural and pastoral areas, but also restrict the sustainable development of the population and the economy and society in Tibet.
On the basis of thinking about this phenomenon and combing the relevant literature, the author thinks it is necessary to study this problem from three aspects: the surface problem - students'unwillingness to study in school stems from their dislike of the present school education; the middle problem - school education can not meet the students' educational needs; the deep problem - Tibet Students in agricultural and pastoral areas have different educational needs from other regions.
In essence, the problem facing school education in Tibet's agricultural and pastoral areas is a systematic problem, that is, the system imbalance caused by the unsatisfactory functions of the subsystems and the elements within the subsystems. Therefore, this study is based on the famous sociologist T. Parsons'theory of social system and the AGIL model. On the one hand, the social system in Tibet's agricultural and pastoral areas is divided into three parts: school subsystem, family subsystem and social (community) subsystem; on the other hand, the mutual satisfaction of functional needs is explored from the internal and inter-system levels. The subjects were investigated and analyzed: (1) A and B counties in the representative counties of Tibet's agricultural and pastoral areas were selected as samples, and the students were sampled with questionnaires; (2) Taking the families of farmers and herdsmen in Wuqi County as the case study subjects, parents and dropouts were interviewed in depth, and some of the students'daily lives were observed in a participatory way.
Empirical results show that in Tibet's agricultural and pastoral areas, primary and secondary school students have a weak desire to study, a low degree of pleasure in school, a strong desire to play truant, and most students have truancy experience. The main reasons for learning are age, mode of production, lifestyle, customs, mother tongue status, religious beliefs and other factors, but not related to parental education, occupation composition, gender, family residence, economic income and other factors. Further analysis shows that students in Tibetan teaching, Tibetan textbooks, the use of Tibetan-Chinese bilingual teaching teachers. Tibetan singing, dancing and painting have obvious preferences. The more fully the school education embodies in the above aspects, the stronger the students'willingness to go to school. On the contrary, the more reluctant the students are to go to school.
From the perspective of social system theory, the special mode of production, life style and values in Tibet's agricultural and pastoral areas will exert a far-reaching influence on everyone. This influence is manifested in the respect of affinity between man and nature, respect and cooperation in the relationship between man and man, and optimism in the relationship between man and himself. The educational needs of students in Tibet's agricultural and pastoral areas are characterized by the following four characteristics: the pursuit of educational values to meet the practical needs of their special modes of production and lifestyle; the obvious locality of knowledge composition; the emphasis on individual freedom and happiness through emotional experience; and the weak willingness to meet the current educational needs of schools. The basic reason for students'unwillingness to study in school is to meet their educational needs. The proposition that school education can not meet their educational needs has been proved.
The main conclusions of this study are as follows: 1. The elements of the school subsystem in Tibet's agricultural and pastoral areas are not compatible with each other; the school subsystem is not compatible with the family subsystem, and the community (society) subsystem is not compatible with each other. 2. The educational needs of students in Tibet's agricultural and pastoral areas are related to the local mode of production and lifestyle, and have their own characteristics. The index system of educational needs of students in Tibet's agricultural and pastoral areas consists of five first-level indicators: educational content, educational form, mode of offering, educational utility and happy emotional experience. 4. The solution of educational problems in Tibet's agricultural and pastoral areas depends on the elements and communities within the school system. This proves the proposition that students and their families in agricultural and pastoral areas have different educational needs from those in other areas, and then answers the special connotation of students'educational needs in Tibetan agricultural and pastoral areas.
The policy implications of this study are: (1) to re-understand the connotation of education in Tibet's agricultural and pastoral areas on the basis of fully understanding the characteristics of students in Tibet's agricultural and pastoral areas and their educational needs; (2) to pay attention to the educational needs of students in Tibet's agricultural and pastoral areas, and to develop school education that meets the actual needs of Tibet's agricultural and pastoral areas; (3) to give full play to the social system in Tibet The adjustment function promotes the development of school education in Tibet's agricultural and pastoral areas.
The possible contributions of this study are as follows: firstly, the social system theory and its AGIL model are reformed to analyze the adjustment of education in Tibet's agricultural and pastoral areas; secondly, the empirical data are statistically processed to construct an index system to measure the educational needs of students in Tibet's agricultural and pastoral areas.
【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：G527

【引证文献】