社會主義和諧社會建設(shè)中的教育公平問題研究
發(fā)布時間：2018-09-01 08:03
【摘要】：社會主義和諧社會是公平正義的社會,教育公平即教育領(lǐng)域中的公平正義,是構(gòu)建社會主義和諧社會的必然要求。只有突出強(qiáng)調(diào)公平正義,社會各要素才能協(xié)調(diào)運(yùn)行,社會才會更加和諧穩(wěn)定。因此,社會主義和諧社會與教育公平相輔相成、密不可分。若實(shí)現(xiàn)教育公平,則有利于促進(jìn)人們樹立正確的價值觀,激發(fā)人們的社會創(chuàng)新意識以及切實(shí)提高人們的獲得感,促進(jìn)社會主義和諧社會向更高水平邁進(jìn)。毋庸置疑,我國全面深化改革以來在教育公平方面取得了顯著進(jìn)展,主要表現(xiàn)在:首先,貧困地區(qū)人口素質(zhì)顯著提高,文盲率明顯下降。其次,弱勢群體受教育權(quán)益得到保障,農(nóng)村留守兒童、貧困學(xué)生等入學(xué)機(jī)會增加,受教育權(quán)益得到了一定程度的保障。最后,農(nóng)村教育條件逐步得到完善,尤其在學(xué)前教育階段教學(xué)環(huán)境明顯改善。但同時,我們也應(yīng)該看到,我國在教育公平方面仍存在諸多問題,本文僅從我國宏觀層面分析,其主要表現(xiàn)為教育資源配置不合理,城鄉(xiāng)間教學(xué)設(shè)施條件差距較大;地區(qū)間師資力量差異很大,發(fā)達(dá)地區(qū)與欠發(fā)達(dá)地區(qū)的教師數(shù)量與教師素質(zhì)差距明顯;公辦與民辦教育發(fā)展不均衡,民辦學(xué)校的辦學(xué)層次與辦學(xué)質(zhì)量明顯偏低;群體間教育資源獲取能力差異明顯,弱勢群體獲取教育資源的能力偏低。這四個方面問題嚴(yán)重影響了我國教育事業(yè)公平健康的發(fā)展。筆者認(rèn)為產(chǎn)生這些問題的主要原因是:第一,市場化帶來的負(fù)面影響阻礙區(qū)域間教育和諧發(fā)展;第二,社會群體間教育資源分配不均衡阻礙群體間和諧相處;第三,教育評價缺乏公平性阻礙教育秩序和諧運(yùn)行;第四,社會辦學(xué)能力不足阻礙教育多元化和諧發(fā)展。針對不同原因,筆者從思想觀念、資源配置、弱勢群體、教育評價機(jī)制、社會辦學(xué)能力這五個方面分別提出具體的解決對策。第一,樹立科學(xué)的教育公平觀。要以求實(shí)的態(tài)度去面對教育公平方面存在的諸多問題;要以包容的心態(tài)去接納有利于教育健康發(fā)展的新事物;要以創(chuàng)新的理念突破不適應(yīng)當(dāng)前教育發(fā)展需求的體制機(jī)制。第二,優(yōu)化貧困地區(qū)教育資源配置。要切實(shí)提高中西部教育自身發(fā)展能力;優(yōu)化鄉(xiāng)村教師隊(duì)伍建設(shè);高效利用農(nóng)村本土教育資源。第三,縮小群體間受教育水平差距。要不斷提升全民教育公平觀的認(rèn)知水平;擴(kuò)大教育機(jī)構(gòu)的信息公開透明度;大力提高全民職業(yè)技能素質(zhì)。第四,建立以公平為價值核心的教育評價體系。要正確引導(dǎo)教育評價價值觀發(fā)展方向;扶持教育評價第三方機(jī)構(gòu);加強(qiáng)對教育評價的監(jiān)督管理。第五,提高社會辦學(xué)自主能力。要提高對民辦教育扶持政策的落實(shí)力度;提升社會辦學(xué)籌資渠道的規(guī)范化水平;完善民辦學(xué)校民主管理體制。
[Abstract]:The socialist harmonious society is a fair and just society, and the educational fairness is the fair and just in the field of education, which is the inevitable requirement of constructing the socialist harmonious society. Only by emphasizing fairness and justice, can all elements of society run harmoniously and society will be more harmonious and stable. Therefore, socialist harmonious society and education equity complement each other, inseparable. If the education is fair, it will help to promote people to set up correct values, stimulate people's social innovation consciousness, improve people's sense of gain, and promote the socialist harmonious society to a higher level. There is no doubt that China has made remarkable progress in education equity since the overall deepening of the reform. First of all, the quality of the population in poor areas has improved significantly, and the illiteracy rate has decreased significantly. Secondly, the education rights and interests of the disadvantaged groups are guaranteed, the rural left-behind children, poor students and other opportunities increase, and the rights and interests of education are guaranteed to a certain extent. Finally, the conditions of rural education have been gradually improved, especially in the pre-school education environment. But at the same time, we should also see that there are still many problems in education equity in our country. This paper only analyzes from the macro level of our country, which mainly shows that the allocation of educational resources is unreasonable and the gap of teaching facilities between urban and rural areas is large. There are great differences in teacher strength between regions, the difference between the number of teachers and the quality of teachers in developed and underdeveloped areas is obvious, the development of public and private education is not balanced, and the level and quality of running schools in private schools are obviously low. There are obvious differences in the ability of obtaining educational resources among groups, and the ability of the disadvantaged groups to acquire educational resources is low. These four problems have seriously affected the fair and healthy development of education in our country. The author believes that the main reasons for these problems are: first, the negative impact of marketization hinders the harmonious development of interregional education; second, the unequal distribution of educational resources among social groups hinders the harmonious coexistence among groups; third, The lack of fairness in educational evaluation hinders the harmonious operation of educational order; fourth, the lack of social capacity hinders the harmonious development of educational diversity. Aiming at different reasons, the author puts forward concrete countermeasures from five aspects of ideology, resource allocation, vulnerable group, educational evaluation mechanism, and the ability of running a school in society. First, establish a scientific view of educational fairness. We should face many problems in education fairness with realistic attitude; accept new things that are beneficial to the healthy development of education with an inclusive attitude; break through the system and mechanism which can not meet the needs of current education development with innovative ideas. Second, optimize the allocation of educational resources in poor areas. It is necessary to improve the development ability of education in the central and western regions, optimize the construction of rural teachers, and make efficient use of local educational resources in rural areas. Third, narrow the education level gap between groups. We should constantly improve the cognitive level of the concept of fairness in education for all, expand the transparency of information disclosure in educational institutions, and make great efforts to improve the professional skills of the whole people. Fourth, the establishment of equity as the core of the value of education evaluation system. It is necessary to correctly guide the development direction of educational evaluation values, support the third party organizations of educational evaluation, and strengthen the supervision and management of educational evaluation. Fifth, improve the independent ability of society to run schools. It is necessary to improve the implementation of the policy of supporting private education, to improve the standardized level of social funding channels for running schools, and to perfect the democratic management system of private schools.
【學(xué)位授予單位】：大連醫(yī)科大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G521
[Abstract]:The socialist harmonious society is a fair and just society, and the educational fairness is the fair and just in the field of education, which is the inevitable requirement of constructing the socialist harmonious society. Only by emphasizing fairness and justice, can all elements of society run harmoniously and society will be more harmonious and stable. Therefore, socialist harmonious society and education equity complement each other, inseparable. If the education is fair, it will help to promote people to set up correct values, stimulate people's social innovation consciousness, improve people's sense of gain, and promote the socialist harmonious society to a higher level. There is no doubt that China has made remarkable progress in education equity since the overall deepening of the reform. First of all, the quality of the population in poor areas has improved significantly, and the illiteracy rate has decreased significantly. Secondly, the education rights and interests of the disadvantaged groups are guaranteed, the rural left-behind children, poor students and other opportunities increase, and the rights and interests of education are guaranteed to a certain extent. Finally, the conditions of rural education have been gradually improved, especially in the pre-school education environment. But at the same time, we should also see that there are still many problems in education equity in our country. This paper only analyzes from the macro level of our country, which mainly shows that the allocation of educational resources is unreasonable and the gap of teaching facilities between urban and rural areas is large. There are great differences in teacher strength between regions, the difference between the number of teachers and the quality of teachers in developed and underdeveloped areas is obvious, the development of public and private education is not balanced, and the level and quality of running schools in private schools are obviously low. There are obvious differences in the ability of obtaining educational resources among groups, and the ability of the disadvantaged groups to acquire educational resources is low. These four problems have seriously affected the fair and healthy development of education in our country. The author believes that the main reasons for these problems are: first, the negative impact of marketization hinders the harmonious development of interregional education; second, the unequal distribution of educational resources among social groups hinders the harmonious coexistence among groups; third, The lack of fairness in educational evaluation hinders the harmonious operation of educational order; fourth, the lack of social capacity hinders the harmonious development of educational diversity. Aiming at different reasons, the author puts forward concrete countermeasures from five aspects of ideology, resource allocation, vulnerable group, educational evaluation mechanism, and the ability of running a school in society. First, establish a scientific view of educational fairness. We should face many problems in education fairness with realistic attitude; accept new things that are beneficial to the healthy development of education with an inclusive attitude; break through the system and mechanism which can not meet the needs of current education development with innovative ideas. Second, optimize the allocation of educational resources in poor areas. It is necessary to improve the development ability of education in the central and western regions, optimize the construction of rural teachers, and make efficient use of local educational resources in rural areas. Third, narrow the education level gap between groups. We should constantly improve the cognitive level of the concept of fairness in education for all, expand the transparency of information disclosure in educational institutions, and make great efforts to improve the professional skills of the whole people. Fourth, the establishment of equity as the core of the value of education evaluation system. It is necessary to correctly guide the development direction of educational evaluation values, support the third party organizations of educational evaluation, and strengthen the supervision and management of educational evaluation. Fifth, improve the independent ability of society to run schools. It is necessary to improve the implementation of the policy of supporting private education, to improve the standardized level of social funding channels for running schools, and to perfect the democratic management system of private schools.
【學(xué)位授予單位】：大連醫(yī)科大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G521
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