摘要
基于投入产出理论,以2019年教育统计的相关数据为基础,初步建立评价我国31个省(区、市)学前教育经费投入配置水平和省域差异的指标体系。指标分为学前教育经费来源、学前教育经费支出、师资力量和普及程度四大类。采用Smart PLS 3.0软件和PLS结构方程模型,科学筛选合适的评价指标,对指标进行评分与排名,并利用Q型聚类分析将31个省(区、市)的学前教育经费投入配置水平分为Ⅰ、Ⅱ、Ⅲ、Ⅳ类,再依据秩差法将其划分为配置均衡、欠均衡、不均衡和极不均衡四大区域进行差异分析。研究发现:当前我国学前教育经费投入的薄弱环节在于师资力量和普及程度,省域间差距较大和省域内部协调性差。为保证学前教育经费投入的效益最大化,应推进我国学前教育师资力量和普及程度的发展进程,健全财政纵向与横向转移支付体系,缩小学前教育经费配置的地区差异,使不均衡区域补齐自身短板,发挥地区优势,促进整体协调发展。
Based on input-output theory and the relevant data of education statistics in 2019,an index system was established to evaluate the allocation level and provincial differences of preschool education funds in 31 provinces(autonomous regions and municipalities)in China.Indicators are divided into four categories:source of preschool education funds,expenditure of preschool education funds,faculty and popularity.Smart PLS 3.0 software and PLS structural equation model are used to scientifically screen appropriate evaluation indicators,score and rank the indicators.Q cluster analysis was used to classify the pre-school education investment allocation level of 31 provincial regions into I,II,III and IV categories,and then according to the rank difference method,it was divided into four regions of balanced allocation,under-balanced allocation,unbalanced allocation and extremely unbalanced allocation for difference analysis.It is found that the weak links of the investment in preschool education in China are the teacher strength and popularization degree,the big gap between provinces and the poor coordination within provinces.In order to maximize the benefit of financial investment,we should promote China's preschool education teachers strength and popularity of the development process,improve the fiscal longitudinal and lateral transfer payment system,narrow the regional differences of the preschool education funds allocation,complement their own weaknesses,give play to regional advantages,and promote overall coordinated development.
作者
李颖芳
蔡潇
LI Yingfang;CAI Xiao(School of Education,Liaoning Normal University,Dalian,Liaoning,116029,P.R.China)
出处
《广东第二师范学院学报》
2022年第3期79-92,共14页
Journal of Guangdong University of Education
