基于义务教育校际分异的学校类型及其空间分布模式——以大连市初中为例

doi:10.13249/j.cnki.sgs.2022.08.008

地理科学 ›› 2022, Vol. 42 ›› Issue (8): 1402-1412.doi: 10.13249/j.cnki.sgs.2022.08.008

基于义务教育校际分异的学校类型及其空间分布模式——以大连市初中为例

刘天宝¹(), 陈子叶¹, 陈爽²^,^*()

1.辽宁师范大学海洋可持续发展研究院，辽宁大连 116029
2.辽宁师范大学地理科学学院，辽宁大连 116029

收稿日期:2021-08-17 修回日期:2021-12-22 接受日期:2022-06-10 出版日期:2022-08-25 发布日期:2022-10-11
通讯作者: 陈爽 E-mail:liutianbao@lnnu.edu.cn;1437060590@qq.com
作者简介:刘天宝（1976-），男，河北保定人，副教授，硕导，主要研究方向为城市地理。E-mail: liutianbao@lnnu.edu.cn
基金资助:
国家自然科学基金项目资助(41971203)

Compulsory Education School Types and Their Spatial Distribution Pattern Based on Across-school Segregation: Taking Middle School in Dalian as an Example

Liu Tianbao¹(), Chen Ziye¹, Chen Shuang²^,^*()

1. Institute of Marine Sustainable Development, Liaoning Normal University, Dalian 116029, Liaoning, China
2. School of Geography, Liaoning Normal University, Dalian 116029, Liaoning, China

Received:2021-08-17 Revised:2021-12-22 Accepted:2022-06-10 Online:2022-08-25 Published:2022-10-11
Contact: Chen Shuang E-mail:liutianbao@lnnu.edu.cn;1437060590@qq.com
Supported by:
National Natural Science Foundation of China(41971203)

摘要/Abstract

摘要：

利用2015年大连市初中学校多维数据，在分析社会群体间分异状况及其空间表现的基础上，概括了学校的基本类型及其空间分布特征，总结了义务教育校际分异的空间模式。在市域范围内存在4类学校，即成绩较好的城市综合社会群体子女学校；成绩一般的产业工人及一般技术人员子女学校；成绩优异的教师、政府和企事业单位管理者及专业技术人员子女学校；成绩落后但生均教育资源充沛的农村地区学校。4类学校在市域范围内分异明显，形成了从内向外的5个教育圈，即城市中心教育圈、城市郊区教育圈、城市新区教育圈、外围城镇教育圈和外围乡村教育圈。教育资源在教育圈之间呈高低相间分布的特点，教学成绩和学生家庭社会经济地位呈现出从中心向外围逐步降低的特征。

关键词: 社会空间分异, 家庭背景, 教学成绩, 教育资源

Abstract:

From the perspective of social-spatial integration, on the basis of constructing framework in across-school segregation of compulsory education, using the multi-dimensional data such as the educational resources, teaching achievements and students’ family background of middle school in Dalian in 2015, on the basis of analyzing the state of division among social groups and their spatial performance, the basic types of school and their spatial distribution characteristics are summarized, and the spatial pattern on across-school segregation in compulsory education is summarized. This study argues that there are four types of middle school within the municipal area, namely, school for children of urban integrated social groups with good academic performance; school for children of industrial workers and general technicians with general academic performance; school for children of teachers, administrators of government and enterprises and professional technical personnel with excellent academic performance; and school in rural areas with worse academic performance but where the educational resources per capita were abundant. Schools of different types are distinct within the municipal area, forming five educational circles from the inside out, namely, the urban center education circle, the urban suburban education circle, the urban new district education circle, the peripheral urban education circle and the peripheral rural education circle. Type I schools dominate the urban center education circle, Type II schools are concentrated in the middle three circles, playing a major role in the urban new district education circle, Type III schools are distributed in the inner three circles, especially the urban center education circle, and Type IV schools dominate the peripheral rural education circle. Educational resources distribute alternately of high and low among the educational circles, and teaching achievements and the socio-economic status of students’ families are gradually reduced from the center to the periphery. Different social groups and school resources shape differentiated learning outcomes through the practice of educational activities, generate multiple types of schools and corresponding spatial distribution features, and the distribution of these schools is coupled with the socio-economic characteristics of the region to form different spatial types of compulsory education across school differentiation. The segregation of compulsory education has a multi-scale, multi-dimensional dynamic performance, from individual students, classes to schools, and then to cities, regions and even countries and with differences covering students’ personal characteristics, family background and income status, school resources, achievements and abilities, physical and mental health and many other fields. Segregation is a practical process, not a static state. Therefore, on the one hand, it is not appropriate to simplify or even label segregation to form stereotypes; on the other hand, it is necessary to show the complexity of segregation through more research.

Key words: social-spatial segregation, family background, teaching achievements, educational resources

中图分类号:

K901.2

刘天宝, 陈子叶, 陈爽. 基于义务教育校际分异的学校类型及其空间分布模式——以大连市初中为例[J]. 地理科学, 2022, 42(8): 1402-1412.

Liu Tianbao, Chen Ziye, Chen Shuang. Compulsory Education School Types and Their Spatial Distribution Pattern Based on Across-school Segregation: Taking Middle School in Dalian as an Example[J]. SCIENTIA GEOGRAPHICA SINICA, 2022, 42(8): 1402-1412.

图/表 7

图1

表1

大连市初中教育校际分异因子分析的因子载荷矩阵

变量类型	序号	变量名称	各主因子载荷值
变量类型	序号	变量名称	1	2	3	4
注：占比表示该指标人数占学校有效问卷总人数的比重；加粗数值表示因子载荷量显著的信息。
师资力量	1	师生比	-0.267	-0.495	0.070	0.669
	2	生均高于规定学历教师数/人	-0.137	-0.367	-0.211	0.724
	3	生均中级以上专业技术职务教师数/人	-0.237	-0.389	0.158	0.583
校舍条件	4	生均体育运动场馆面积//m²	-0.404	-0.368	0.184	0.310
	5	生均教学及辅助用房面积/m²	-0.127	-0.184	-0.315	0.638
	6	生均图书册数/册	0.011	-0.072	-0.318	0.725
	7	生均教学仪器设备值/万元	0.009	-0.041	-0.425	0.671
	8	每百名学生拥有计算机台数/台	-0.096	-0.164	-0.270	0.802
教学成绩	9	平均值/分	0.588	0.259	-0.619	0.185
	10	中位数/分	0.366	-0.035	-0.380	0.191
	11	550分以上学生占比/%	0.719	0.103	-0.512	0.110
父亲职业类型及占比	12	农民/%	-0.372	-0.251	0.745	-0.173
	13	产业工人/%	-0.174	0.779	0.301	-0.168
	14	一般技术人员/%	0.190	0.889	0.103	-0.203
	15	专业技术人员/%	0.791	0.462	-0.024	-0.178
	16	销售及服务人员/%	0.550	0.614	-0.110	-0.181
	17	一般办事人员/%	0.575	0.620	-0.063	-0.172
	18	中小学及幼儿园教师/%	0.754	0.109	0.311	-0.030
	19	大学教师/%	0.380	-0.079	-0.223	-0.033
	20	新闻文艺体育工作者/%	0.508	-0.065	0.164	0.163
	21	企事业单位一般管理人员/%	0.736	0.505	-0.183	-0.152
	22	企事业单位中高层管理人员/%	0.928	0.059	-0.175	-0.102
	23	机关干部正科级以下/%	0.883	0.070	-0.051	-0.071
	24	机关干部正科级以上/%	0.929	-0.046	-0.064	-0.120
	25	个体户/%	0.438	0.728	-0.233	-0.198
	26	私营企业主/%	0.783	0.397	-0.017	-0.189
	27	军人/%	0.791	0.087	-0.024	-0.026
	28	没有工作或失业/%	0.397	0.679	0.014	-0.147
	29	其他/%	0.218	0.869	0.102	-0.207
父亲受教育水平及占比	30	没有上过学/%	-0.086	0.466	0.051	0.086
	31	小学文化/%	-0.312	0.710	0.401	-0.170
	32	初中文化/%	-0.004	0.865	0.355	-0.287
	33	高中文化/%	0.552	0.722	-0.017	-0.234
	34	大专毕业/%	0.873	0.305	-0.138	-0.148
	35	本科毕业/%	0.947	-0.048	-0.146	-0.060
	36	研究生毕业/%	0.870	-0.186	-0.143	-0.044
家庭收入水平及占比	37	高收入/%	0.865	0.200	0.045	-0.199
	38	中上收入/%	0.820	0.478	-0.014	-0.209
	39	中等收入/%	0.440	0.820	0.146	-0.284
	40	中下收入/%	0.098	0.847	0.330	-0.201
	41	收入少/%	-0.151	0.465	0.654	-0.161
陪读情况及占比	42	父亲在外，母亲陪读/%	0.164	0.086	0.788	-0.199
	43	母亲在外，父亲陪读/%	-0.018	0.204	0.459	-0.249
	44	父母均在外，自己上学/%	0.001	0.219	0.820	-0.165
	45	随父（母）在外地上学/%	-0.070	0.814	-0.279	-0.066
	46	父（母）均在本地，在本地上学/%	0.691	0.632	0.097	-0.266

表1

图2

表2

图3

图4

表3

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学校类型	家庭背景	学校资源量	教学成绩	空间分布
I类	多元群体、中等教育水平、本地人口	接近平均水平	高于全市平均，较好	城市中心区、城市郊区内侧、城市新区核心、外围城镇地区
II类	群体较单一、较低受教育和收入水平、流动特征	低于平均水平，相对不足	低于全市平均水平，相对落后	城市新区、城市郊区外侧
III类	高收入、高学历、本地化	略低于平均水平	全市最优	城市中心区为主
Ⅳ类	群体单一、低受教育和收入水平、留守学习	显著高于平均水平	全市最低	外围乡村地区

区域	Ⅰ类		Ⅱ类		Ⅲ类		Ⅳ类
区域	师资力量	校舍条件	师资力量	校舍条件	师资力量	校舍条件	师资力量	校舍条件
注：—为无数据，因圈层内无相应类型学校；I、II、III、Ⅳ类学校见表2。
城市中心教育圈	0.00877	0.00747	0.00585	0.00554	0.00543	0.00495	—	—
城市郊区教育圈	0.00306	0.00398	0.00330	0.00414	0.00480	0.00652	—	—
城市新区教育圈	0.00333	0.00448	0.00462	0.00659	0.00372	0.00308	0.00742	0.01536
外围城镇教育圈	0.00337	0.00203	0.00417	0.00284	—	—	0.01030	0.00465
外围乡村教育圈	0.00435	0.00491	0.00396	0.00424	—	—	0.00670	0.00588

基于义务教育校际分异的学校类型及其空间分布模式——以大连市初中为例

Compulsory Education School Types and Their Spatial Distribution Pattern Based on Across-school Segregation: Taking Middle School in Dalian as an Example

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