中国基础教育资源布局研究述评

doi:10.18306/dlkxjz.2017.05.004

摘要/Abstract

摘要：

资源配置不均是当前中国基础教育发展面临的核心问题,反映在空间上则为资源布局不均。在新型城镇化建设阶段,基础教育资源空间布局作为关乎民生与社会公正的重要议题,成为教育、经济、社会、地理、城乡规划等多学科共同关注的研究热点。本文梳理中国基础教育资源布局研究发展脉络,将其分为探索期、深化期、快速拓展期3个阶段;对基础教育资源布局的空间特征与演化趋势,需求与供给方影响要素,均衡性评价标准与方法,以及对城乡空间发展影响等主要研究领域进行综述;指出现有研究在基于可达性分析的基础教育资源布局评价模型引介与优化方面成果丰富,但总体仍存在学科融合不足、研究体系不完整等问题;并鉴于此,提出今后应在结合教育发展规律分析基础教育资源空间布局模式与演化规律、多学科融合探索基础教育资源空间布局生成机制、关注地方特色对案例区长期系统追踪等方面深入研究。

关键词: 基础教育资源, 空间布局, 研究述评, 中国

Abstract:

Unequal allocation of resources is the core problem in the development of China's basic education system, spatially reflected as uneven distributions. Spatial allocation of basic education resources, which is closely related to people's livelihood, social justice, and healthy urbanization of China, has become the research hotspot of many disciplines such as education, economics, sociology, geography, and urban planning. In order to promote research development and application of the subject, this article reviews the development of Chinese research on the distribution of basic education resources and divides it into three stages: exploration stage, deepening stage, and rapid expansion stage. It summarizes the achievements and analyzes the deficiencies of the four major research contents with regard to basic education resources distribution: the characteristics of layout and change in regions and urban and rural areas; the supply and demand factors that influence distribution, including the distribution of school-age population, technical standards of planning, ability and principles of local government's resource allocation that are controlled by education financing system and education policies; the standards and methods of evaluation for spatial equilibrium based on efficiency and fairness; and the effects on population mobility, residential differentiation, and traffic structure change in urban and rural areas. Over the past decade, Chinese studies on the distribution of basic education resources have made great progress, especially in improving models of accessibility analysis and measuring and evaluating resource distribution. However, some problems still exist. Disciplinary integration is inadequate. The current research on spatial features, whose main function is to serve for layout evaluation, lacks analysis on structure and modes. Mechanism investigation based on local characteristics is insufficient. Above all, interdisciplinary methods and techniques should be used in future studies. Long-term follow-up research and systematic analysis based on case studies, political and economic background and influence, regular patterns of spatial structure and change, and the formation mechanism for spatial change by multi-factor integrated impact should receive more attention in studies on resource distribution of basic education.

Key words: basic education resources, distribution, review, China

刘宏燕, 陈雯. 中国基础教育资源布局研究述评[J]. 地理科学进展, 2017, 36(5): 557-568.

Hongyan LIU, Wen CHEN. A review of research on the distribution of basic education resources in China[J]. PROGRESS IN GEOGRAPHY, 2017, 36(5): 557-568.

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研究区域	基础数据	格局	演变	发表时间
全国	时间：1999-2007年;数据单元：县;指标：生均预算内教育事业费	“两头高中间低”,东部沿海及胡焕庸线以西地区高于全国平均	县际差异、大部分省区的省内差异不断扩大	2015年
省域	案例区：江西省;时间：2000-2010年;数据单元：市(县);指标：生师比	师资配置相似的县域在空间上呈集聚分布格局	空间差异缩小,均衡性提升	2013年
省域	案例区：辽宁省;时间：2006-2011年;数据单元：地级市;指标：发展规模(学校数、在校学生数)、普及情况(毛入学率、升学率)、师资力量(专科/本科以上学历比例)	“北低南高、东低西高”,大连-沈阳双核心结构	地市间差异逐年缩小	2014年
市域	案例区：南京;时间：2006-2010年;数据单元：普通高中学校; 指标：学生数、空间位置	学校布局呈集聚分布特征,校点密度由中心向外围递减	学校规模呈扩大趋势,但规模差异缩小,校际空间联系增强;城区学校布局趋于均衡,郊区学校布局趋于集聚;学校可达性降低	2011年
乡村	案例区：重庆武陵山区;时间：2004-2014年;数据单元：小学;指标：空间位置、学校数量、学生数、教师数	高集聚区位于平坝区、槽谷区,而山区相对较低	学校布点由集聚向相对均质演化;学校数量、学生数量和教师人数分布格局趋于一致	2016年

学科视角	研究对象
人口地理	人口年龄结构、分布变动与基础教育资源布局
城乡规划	中小学空间布局模式、选址要求、服务半径等技术指标
教育经济	学校规模合理性标准、地方政府经济水平与基础教育资源配置
教育管理	教育政策、机制与基础教育资源配置

标准类别	城市	小学	中学
标准类别	城市	小学	初中	高中
国家规范	—	500 m	1000 m
地方标准	南京	500~1000 m	1000 m	—
	上海	10 min (500 m)	15 min(800~1000 m)
	广州	500 m	1000 m	—
	青岛	800 m(九年一贯制学校为500~1000 m)	1200 m	—

方法分类	方法示例	特点	主要应用领域
基于出行成本分析	最近距离法、等时线法	考虑出行时间成本,忽视学校数量与质量因素,评价标准由空间距离向考虑交通条件与交通方式的时间距离转化	效率评价、公平评价
基于机会累积分析	两步移动搜寻法	对比极限距离内能够获取的教育服务水平差异,评价内容由学校数量向教育资源数量、质量拓展	公平评价
基于空间相互作用分析	重力模型、Huff模型	基于距离衰减的所有设施点对需求点的作用力累计,可将需求分布、表征学校服务水平的教育资源配置状况纳入评价	公平评价