| 江来登,周 勇.当前我国关于教育经济功能研究的误区与对策[J].陕西学前师范学院学报,2018,34(12):82-86 |
| 当前我国关于教育经济功能研究的误区与对策 |
| Misunderstandings in China’s Current Research on Economic Function of Education and Measurements of Improvement |
| 投稿时间：2018-05-13 修订日期：2018-05-28 |
| DOI：10.11995/j.issn.2095-770X.2018.12.018 |
| 中文关键词: 教育 经济功能 研究误区 |
| 英文关键词: education economic function misunderstandings in research |
| 基金项目:2012年湖南省哲学社会科学基金项目（12YBA019） |
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| 中文摘要: |
| 当前我国关于教育经济功能的研究存在重视经济增量，忽视经济发展；重视长期影响，忽视即期影响；抽象看待教育经济功能；被动考察教育经济功能等四个误区。偏重以数理建模为特征的实证研究和学科基础理论的相对缺失，是造成上述研究误区的重要原因。促进关于教育经济功能的研究，需要在加强基础研究和完善学科研究方法体系的基础上，结合热点问题的研究开展本土化创新。 |
| 英文摘要: |
| There are four misunderstandings in China’s current research on economic function of education, such as pay more attention on the economic increment but less attention on economic development; The education paid more attention on long-term influence but less on immediate effect; the researches are analyzing economic function of education abstractly; and the researches are passively asked to investigate economic function of education. The reasons of these misunderstandings are particular stressing on empirical study by mathematical modeling, which are relatively lacking of basic sciences. The paper suggested that indigenous innovation with improved research methods and enhanced basic research through study of hot issues should be promoted. |
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