發(fā)布時間：2018-09-17 07:05

【摘要】：留守兒童是我國在城鎮(zhèn)化過程中出現(xiàn)的一個新群體,農(nóng)民工進(jìn)城務(wù)工,留在家鄉(xiāng)上學(xué)與生活的兒童稱為留守兒童,大量的留守兒童遠(yuǎn)離父母,再者留守兒童屬于弱勢群體的范疇,容易出現(xiàn)親情缺失、監(jiān)護(hù)不周、教育不及時、監(jiān)護(hù)人教育不到位等問題。在國家對留守兒童重視程度增強(qiáng),多元化趨勢興起的背景下如何解決留守兒童教育問題與留守兒童教育公共服務(wù)供給問題,成為社會研究的重點。本文認(rèn)為伴隨著經(jīng)濟(jì)社會的發(fā)展,外出務(wù)工的農(nóng)民工增多,留守兒童教育供給存在諸多問題,主要表現(xiàn)為留守兒童家庭、學(xué)校、社會教育方面存在問題;人力資源、物力資源、財力資源供給總量不足;供需結(jié)構(gòu)失衡;以政府單一供給為主留守兒童教育公共服務(wù)供給方式不合理;供給的強(qiáng)制報告機(jī)制、應(yīng)急處置機(jī)制、評估幫扶機(jī)制、監(jiān)護(hù)干預(yù)機(jī)制等不健全都會制約留守兒童教育供給的發(fā)展,不利于留守兒童教育的進(jìn)步。究其原因為單一的政府供給或者政府過度干涉,主要表現(xiàn)為政府角色不明,法律法規(guī)不完善,宣傳方面不到位,監(jiān)管制度的缺乏以及觀念的偏差。本文通過文獻(xiàn)分析、經(jīng)驗總結(jié)、理論聯(lián)系實際、案例分析等方法對留守兒童教育供給進(jìn)行研究,同時運用公共管理學(xué)的相關(guān)理論與留守兒童教育供給實踐相結(jié)合,提出了以政府為主導(dǎo),多元主體參與的留守兒童教育供給措施。政府作為供給的主導(dǎo)者,通過提供相關(guān)政策法規(guī),在投入上適當(dāng)對留守兒童教育領(lǐng)域傾斜,健全監(jiān)管機(jī)制,制定多元主體參與的規(guī)則防止無序競爭局面出現(xiàn);多元主體積極參與,市場在遵循政府制定的規(guī)則前提下介入留守兒童教育市場,非政府組織通過積極運作彌補(bǔ)政府職責(zé)不到位,寄宿制學(xué)校凸顯自身第一線的作用,構(gòu)建完善的家庭與學(xué)校、監(jiān)護(hù)人與學(xué)校的多方溝通機(jī)制,借鑒留守兒童教育公共服務(wù)供給的成功經(jīng)驗,實現(xiàn)留守兒童健康成長。
[Abstract]:The left-behind children are a new group in the process of urbanization in our country. Migrant workers go to cities to work, the children who stay in their hometown to go to school and live are called left-behind children, and a large number of left-behind children are far away from their parents. Furthermore, children left behind belong to the category of vulnerable groups, prone to lack of parental affection, inadequate guardianship, education is not timely, guardian education is not in place and so on. How to solve the problem of education of left-behind children and the supply of public service for left-behind children has become the focus of social research under the background of the country paying more attention to left-behind children and the rising trend of pluralism. With the development of economy and society, the number of migrant workers is increasing, and there are many problems in the supply of left-behind children's education, such as family, school, social education, human resources, material resources, etc. Insufficient supply of financial resources; imbalance of supply and demand structure; unreasonable supply of public services for children left behind mainly by government; mandatory reporting mechanism of supply, emergency disposal mechanism, evaluation and support mechanism, The imperfection of monitoring intervention mechanism will restrict the development of education supply for left-behind children, which is not conducive to the progress of left-behind children's education. The reason is the single government supply or excessive government intervention, mainly for the role of the government is unclear, laws and regulations are not perfect, propaganda is not in place, the lack of regulatory system and the concept of deviation. This paper studies the education supply of left-behind children through the methods of literature analysis, experience summary, theory combined with practice and case analysis, and combines the relevant theories of public management with the practice of education supply for left-behind children. This paper puts forward the educational supply measures of left-behind children with the government as the leading factor and multiple subjects participating. The government as the leader of supply, through providing relevant policies and regulations, the appropriate investment in the field of education of left-behind children tilt, improve the supervision mechanism, formulate the rules of participation of multiple subjects to prevent the emergence of disorderly competition; Multiple subjects actively participate, the market intervenes in the education market of left-behind children under the premise of following the rules formulated by the government, non-governmental organizations make up for the lack of responsibility of the government through active operation, boarding schools highlight the role of the front line of their own. To construct a perfect communication mechanism between family and school, guardian and school, and learn from the successful experience of providing public service for left-behind children, and realize the healthy growth of left-behind children.
【學(xué)位授予單位】：電子科技大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：D630;G521

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本文編號：2245104