rural education 中文意思是什麼
rural education
解釋
農村教育-
Gender inequality in rural education and poverty
農村教育領域的性別不平等與貧困 -
In fact, education is critical role in the process of transformation, and there are intimate link between education and difficulty in transforming rural labor force. for example, there is so trivial that may neglect the policy or system striction, but owing to the diathesis themselves, transformation is hard to the surplus rural labor force, and the relation is obvious between diathesis and education, especial the rural education from the new ear and the making of rural labor force ;
其實，在農村富餘勞動力轉移的過程中，教育起著至關重要的作用，現在出現的農村富餘勞動力轉移困難和轉移后暴露出的問題，和教育都有緊密的關聯。教育實際上是開發人力資源的重要工具，農村教育也不例外。 -
The great drive served by the rural educational system reform to the development of rural community education, and the existing problems of rural education as well as both the opportunities and challenges faced with the rural community education. chapterlv. this chapter offers a comprehensive analysis of the current situation and existing problems of china ' s rural community education
首先，闡述了農村教育理念的變革、現代農村社區教育思想的發展以及農村社區教育的興起與發展;其次，從教育目標與內容、類型與特點、組織機構與管理保障等方面，對目前農村社區教育的發展現狀進行了比較全面的分析，同時分析了農村社區教育的區域差異及基本經驗;最後，指出了農村社區教育面臨的問題，並對農村社區教育發展走向進行了分析。 -
So rural education take a role of foundation, leading and entireness
農村教育在全面建設小康社會中具有基礎性、先導性和全局性作用。 -
Decision on further strengthening rural education
關于進一步加強農村教育工作的決定 -
Under the globalize background, how to bring into play to the function of rural education better
在全球化背景下，怎樣更好地發揮農村教育的功能？ -
Although economic and population specialists and scholars both in abroad and at home have made extreme progress on research the question of rural labor since they studied it very long ago, as far as china is concerned, based on the following three aspects, firstly, the national condition of our country determined that the foreign theory such as lewis theory might instruct us but we ca n ' t use these theories without rectification ; secondly, in china, our research about this question prefer the qualitative analysis to the quantitative analysis ; thirdly, the research on the labor utilization and shift in this specific area, that is, in the mountainous rural area which covers 69 % of our mainland and occupies 56 % of population is absolutely scarce in present ? to make up for the three deficiencies, this paper selects the econometrics analysis, uses investigation data and by virtue of tsp software, establishes a model where shift labor is the dependent variable and the citilization ratio, industrial structure, the income gap between city and country, the rural infrastructure construction, the labor ' s aptitude and the population ' s natural growth ratio are the variableso through economic, statistical and econometrical test, the conclusion is attained : the income gap between city and country and the citilization ratio are the two most important fectors which affect the labor ' s utilization and shift in mountainous rural area -, the rural infrastructure construction and the labor ' s aptitude are the two relative important factors which affect the labor ' s utilization and shift in mountainous rural area while the rural industrial structure and the population ' s natural growth ratio are the two least important factors according to this, this paper puts forward several suggestions that the income gap between city and country, citilization ratio, rural education, rural industrial structure and agricultural mechanization should be carefully treated with on studying the question of labor utilization and shift in mountainous rural area. finally, this paper points to several suspending problems about this research in order to get the concern of specialist and scholars
盡管國內外經濟和人口學方面的專家與學者很早就開始了對農村勞動力問題的研究並取得了極大的進展，但是，我國在研究農村勞動力問題時，基於三點：其一，我國國情決定了國外的理論例如劉易斯理論，雖然對研究我國的農村勞動力問題具有指導意義，但卻不能照搬這些理論；其二，從國內看，我國對該問題的研究重視定性分析而定量分析明顯不足；其三，缺乏對我國占國土面積69 、人口56的山區農村這一特殊區域內的勞動力開發利用及轉移的專門性研究。為了彌補這三個缺憾，論文採用經濟計量學的數量分析方法，利用實際調查資料，藉助tsp軟體，建立了以外出勞動力數量為被解釋變量，城市化率、農村產業結構、城鄉收入差距、農村社會基礎設施建設、農村勞動力素質以及人口自然增長率六個變量為解釋變量的模型，通過對該模型進行經濟學、統計學、經濟計量學三個方面的檢驗，得出如下結果：城鄉收入差距和城市化率是影響山區農村勞動力開發利用及轉移的最重要的兩個因素；農村社會基礎設施建設和農村勞動力素質是較為重要的兩個影響因素；而農村產業結構和人口自然增長率相對來說是較不顯著的影響因素。據此，本文提出了在研究山區農村勞動力開發利用及轉移問題時，應慎重對待城鄉收入差距、城市化水平、農村勞動力素質、農村產業結構、農業機械化五個問題。 -
In conclusion, under the frameworks of wto, to increase farmers " income, the government has to change its policy goals, to increase government input and to adjust the structure of input, which should mainly focus on rural education, agriculture technology, and rural social welfare system as well as agriculture infrastructure
結論認為，要提高農民收入，必須在wto框架下，改變財政支持農業的目標，加大財政支持力度，調整財政支持農業的結構，財政支持農業應主要用於農村教育、農業科技、農村社會保障以及農業基礎設施等方面。 -
Implementing the spirit of national conference for rural education, exploring new directions for education development in rural china
記第6期全國縣教育局長培訓班召開中國農村教育改革與發展研討會 -
The structure readjustment of rural education is carried out along with the change of social requirement of rural education, which in essence is a decision process
摘要農村教育結構調整是伴隨著社會對農村教育的需求變化而進行的，它本質上是一個決策過程。 -
Some factors that exited in contemporary huizhou block some young people in huizhou from continuing their study after finishing nine - year compulsory education, these factors involved lack of educational funds, the values that men are superior to women and the influence of parents who think " it is no use studying " on their children. through comparison between the traditional and contemporary education, we find some new problems that existed in the present education of huizhou, and this article tries to pose some suggestions to solve these problems. first, strengthen the function of fundamental organizations of rural community, that is, with the aid of non - profit organizations, the community can develop kinds of rural education, and local political and economic organizations should provide support and encouragement in spiritual and material for the development of local education
本文通過傳統與當代徽州教育及教育價值觀念的比較，從經濟、政治方面對其變遷進行社會學的思考，並試圖提出發展當代徽州農村社區教育的對策與建議： 1 、強化農村社區基層組織的功能：藉助社區事業組織開展多種樣式的鄉村教育，同時，社區政治組織、經濟組織應為當代徽州農村社區的教育發展提供物質上和精神上的支持和鼓勵； 2 、通過對崇文重教行為的宣傳，發揮大眾傳播媒介對人們正確價值觀的樹立及活動的導向和暗示作用，以促進當代徽州農村社區教育文化的建構； 3 、發展農村社區職業教育，興辦一些鄉村手工業技術培訓班，為山區的副業就地開辟一條新路，並充分發揮社會教育的作用，使徽州農村教育社會化與農村社會教育化統一併融合起來，實現徽州農村社區教育與社會的良性互動。 -
On seeing the daily worsening of contemporary chinese situations, liang shuming and tao xingzhi start their patriotic actions of rescuing china in perspectives of culture and rural education
摘要面對中國自近代以來的日漸衰弱， 20世紀二三十年代，梁漱溟、陶行知二人分別從文化救國、教育救國的角度出發，進入鄉村教育領域，走從鄉村教育入手挽救中華民族的道路。 -
As of liang shuming ' s theory itself, its educational form and aim are imcompatible with each other and there is paradox in his ideal personality. 3. this thesis selected xiaozhuang - school conducted by tao xingzhi and ding county rural common people education experiment by yan yangchu which were representative at that time and compared them with zouping ' s in order to understand liang shuming ' s rural education theory more better
三、本文選取二、三十年代鄉村教育實驗中頗具代表性的曉莊學校和定縣平民教育實驗，分別與鄒平鄉村建設中的教育實驗作了簡單的比較研究，希望在陶行知和晏陽初兩位職業教育家的鄉村教育思想的參照下，讀者能夠更好的理解梁漱溟的鄉村教育思想。 -
We should increase input in education, give more support to rural education, and encourage nongovernmental sectors to run schools
加大對教育的投入和對農村教育的支持，鼓勵社會力量辦學。 -
Especially in rural area, there is no raise funds for rural education in he earlier 20 century, but raise funds became popular which made peasants feel it is a heavy ' tax, so central government want abolish raise funds for rural education, but reformation make local government lost more revenue since 2000, so local government try its best to make raise funds legal so it is a interesting game between central government and local government. chapter four and five indicated that town lost its ability of the distribution of revenue, and county controlled the revenue of town lowly but wholly. there is a example in the dissertation, taihe controlled the revenue of 31 towns firstly in 2000, then taihe allotted the salary for its towns
第四章討論縣對鄉鎮財政分配關系的調控減輕農民負擔，是農村稅費改革的前提，但是，在減負之後，鄉鎮丁資發放困難、運轉困難，所以政策_ _仁提出確保減負、確保鄉鎮與村級組織運轉、確保義務教育經費投入的要求（第一節） ，安徽省太和縣通過鄉鎮預算內外收入全額上解到縣，對鄉鎮財政進行控制，從而達到保鄉鎮工資的目的（第二節） ，同時又逐步落實了中小學教師工資上劃到縣的規定j頃序和結構， （第三節） 。 -
Empirical analysises on rural education, human capital restriction and peasants ' income
人力資本約束與農民收入的實證分析 -
The development of rural education depends upon the establishment of a rural education system with abundant funds, rational structure and efficient operation
農村教育的發展有待於一個資金充裕、結構合理、運作高效的農村教育體系的建立。 -
It found that liang shuming ' s rural education theory can fit in with the needs of the society and even overstep the time. and at the mean while it found that the theory conflict with the tendency of chinese educational modernization and there are some paradoxes in the theory itself
研究發現，梁漱溟的教育思想不僅有適應社會、超越時代的一面，如提倡終身教育、注重道德教育等，還有與當時教育現代化相悖的一面，且其教育思想自身也有許多悖論。 -
The author also analyzed the difference and relationship of the basic concepts of narrow - sense extension, broad - sense extension, modern extension and chinese - character extension, agro - technical development, rural development, rural education, agro - science and technology transfer, agro - business integration and rural social service, re - cogitated the basic principle of agriculture renovation and spread, agriculture sci - tech transfer, farmer behavior, agriculture development, it is believed that the principle of agriculture renovation and spread is the basic theory of agriculture extension, agriculture sci - tech transfer theory is an unique theory of agriculture extension in china and the theory of farmer behavior mainly relate to the rate of farmer " s adoption to the renovation, and the theory of agriculture development mainly solves the problems for effective exchange and communication among the three branch systems of agriculture research, agriculture extension and farmers
分析了狹義農業推廣、廣義農業推廣、現代農業推廣、中國特色農業推廣、農業技術開發、農村發展、農村教育、農業科技成果轉化、農業經營產業化、農村社會化服務等基本概念的區別與聯系。重新認識了農業創新擴散、農業科技成果轉化、農民行為轉變、農業發展系統等農業推廣的基本原理，認為農業創新擴散原理是農業推廣的最基本原理，農業科技成果轉化原理是我國農業推廣的特有原理，農民行為轉變主要是解決提高農民采納創新效率的問題，農業發展系統原理主要是解決農業科研、農業推廣和農民三個亞系統的有效交流與溝通問題。 -
2. this thesis illustrates the features of liang shuming ' s rural education theory through analyzing village - school and township - school including educational aim organization, course offered and teaching principle
二、通過分析鄒平的教育機關（實際上也是行政機關） ? ?鄉學村學的教育目的、組織形式、課程設置和教學原則，說明梁漱溟鄉村教育思想的特點（第三章） 。
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