我国民族地区义务教育发展及其差距实证研究

本文遵循地理研究综合范式理论,以基础设施指标、经费指标、资料指标、教具指标和师资指标为基础指标,运用欧式贴近度模型计算出我国各个民族地区义务教育发展程度指数,运用ArcGIS10.0软件对我国民族地区义务教育发展程度指数进行空间表达。从时-空角度对我国民族地区2000年、2005年、2010年、2015年及2020年的义务教育发展程度及其差距进行研究。研究发现:(1)我国民族地区义务教育发展程度整体朝向均衡方向发展,但水平较低且其内部差异也较大。(2)同一时间截面上我国民族省区义务教育发展程度指数差异较大。(3)从2000年—2020年我国民族地区各省区义务教育发展变化形式多样且发展程度指数差异较大。(4)西藏地区义务教育发展水平较低且属于下降型。(5)我国民族地区各年度义务教育发展差距呈现增加态势。

Empirical Research of the Development of Compulsory Education and their Gap in Ethnic Minority Areas of China

This paper, following the comprehensive paradigm of geography research and taking infrastructure index, funds index, datum index, teaching aids index and teachers index as basic indicators, calculated the development indexes of compulsory education in different ethnic minority areas of China by applying Euclid approach degree model, the spatial expression of which was done by the ArcGisl0.0. And then employing year 2000, 2005, 2010, 2015, 2020 as time scale and 8 provinces as space scale, it studied compulsory education development in minority nationality areas of China and their gap between. The results show： （1） The development of compulsory education in the ethnic minority areas is balanced in general, but low in level and varied in different regions; （2） Big difference exists in development indexes between various regions at the same time scale; （3） From 2000 to 2020, the development forms diversify in different provinces and there are considerable difference between; （4） The compulsory education development of Tibet is low and in progressive decline; （5） The gap between different ethnic minority areas of China is on the rise.