教育均衡视域下我国基础教育教研水平区域差异分析——以中学地理教研水平区域差异为例  

Analysis of Regional Differences in Teaching Research Level of Basic Education in China from the Perspective of Educational Equilibrium:A Case Study of the Regional Differences in Geography Teaching Research Level in Middle School

作　　者：卢晓旭[1] 陆玉麒[2] 仵芳[3] 李亚[3] 袁宗金[4] 

机构地区：[1]华东师范大学教师教育学院,上海200062 [2]南京师范大学地理科学学院,教授南京210046 [3]华东师范大学地理科学学院,上海200241 [4]南京晓庄学院教育科学学院,教授南京211171

出　　处：《教育发展研究》2016年第12期14-21,共8页Research in Educational Development

基　　金：国家自然科学基金重点项目(41430635);上海高校"立德树人"人文社会科学重点研究基地上海市地理教育教学研究基地2015年重点项目(SHGE2015A04);华东师范大学研究生方法类课程建设项目(511232-14203)的部分成果

摘　　要：基础教育教研水平的均衡是教育均衡的重要标志,了解教研水平的区域差异是实现均衡的基础和前提。本文以中学地理教研水平为例,通过对中学地理教育类唯一的核心期刊《中学地理教学参考》的载文分析,测度了第八次课程改革以来十年间我国内地各省级行政区的地理教研水平,并将其分为六个水平区。研究发现,全国地理教研水平的区域差异突破了警戒线,差异主要来自东部地带各省区间和三大地带间,而中部地带内各省区间、西部地带内各省区间的差异相对较小。进一步分析发现,地理教研水平区域差异的主要原因是教育经费投入的区域差异,但受各地在地理教研工作上的努力等因素的影响,地理教研的相对成效又表现出复杂性。据此,本文提出促进教研水平均衡的对策:一是建立国家层面的基础教育教师跨地区交流机制,设立访教流动站;二是通过政府购买服务的形式,发挥教研平台的作用;三是发挥现代信息技术的作用,开展网络教研活动。The balance of basic education teaching research level is an important symbol of educational balance, and it is also an important factor of promoting the balanced development of education. Through the analysis of papers published in Teaching Reference of Middle School Geography, the only Chinese-language core journals for secondary geography education, the level of geography teaching research has been finally divided into six level regions according to the measured values of levels of geography teaching research in provinces and regions of China. It is found that the regional difference in value of national geography teaching research exceeded the warning line, which mainly comes from difference among the provinces and autonomous regions in the eastern zone and difference among three zones; and differences among the provinces and autonomous regions in the middle zone are comparatively small, as well as that in the west zone. It has been revealed by mechanism analysis that difference of geography teaching and research is mainly attributed to difference in the level of financial input for education. However, a variety of factors such as the efforts of geography teaching and research have also caused the relative effectiveness to reflect complexity. Accordingly, some measures for the improvement and balanced development of teaching research in secondary schools have been proposed： firstly, mobile station of visiting teachers is recommended to establish; secondly, platform services should be purchased by the government; and thirdly, information technology needs to be fully utilized.

关 键 词：教育均衡 教研水平 区域差异 中学 地理 《中学地理教学参考》 

分 类 号：G633.55[文化科学—教育学]