资源不均衡配置环境下大城市核心建成区基础教育设施空间绩效——基于杭州小学生真实出行数据的研究

It is increasingly common for pupil of difficultly enrolled in satisfactory school and have to go to school farther away in core development zone of big city. In the environment of insufficient high-quality education resources, education resources are more allocated by market and chosen depend on different demand is the reality we have to face. However, in urban planning study area, we still use “thousand-person index” and “service radius” to simulate supply-demand and assess space performance of effectively supplying education facilities and guiding students to nearby schools. Insufficient empirical data can hardly reflect the real supply-demand characteristics in space. The study of students' behaviors to go to school which use the real travel data through investigation is not concerned with the education facility. This study combines these two aspects to do the research. Firstly, we obtain mass real travel data based on the large sample questionnaire survey. Secondly, on the perspective of school, we analysis the characteristics of the supply-demand for scale, and the reality-theory differences of service area of primary school with different running nature and education quality. On the perspective of community, we also analysis the characteristics of the supply-demand for education quality, and the reality-theory differences of the distribution of students’ schools of community with different living quality. Lastly, we analysis the reason of these differences, access the space performance. We hope this study can help the education facility planning to meet the real needs.

大城市核心建成区小学“入学难”、“上学远”问题日益普遍，在优质教育资源稀缺的环境下，教育资源市场化配置、差异化选择已是难以回避的现实。但规划研究仍采用“千人指标”、“服务半径”模拟供需，评估教育设施有效供给、引导学生就近入学方面的空间绩效；缺少调查实证难以反映真实的供需空间特征；学生上下学行为研究虽通过调查获取真实出行数据，但不关注设施本身。本项研究将这两方面结合，首先通过大样本问卷调查，获取海量、真实的上学出行数据。随后从学校和社区两个视角，分析不同办学性质、教育质量的小学的规模供需空间差异、服务范围的现实和理论差异；不同品质的社区的教育质量供需空间差异、学生上学范围的现实和理论差异。最后分析差异的原因，评估空间绩效。本项研究希望能为教育设施规划如何适应现实需求提供帮助。

大城市核心建成区小学“入学难”“上学远”问题日益普遍，在优质教育资源稀缺的环境下，教育资源市场化配置、差异化选择已是难以回避的现实。尤其在我国学区制约束下，教育设施配置的公平性评价不能仅以距离“远近”为标准，还要关注教育质量“高低”、能否顺利入学避免被调剂。.本课题以杭州核心建成区177所公办小学为研究对象，从空间公平性和社会公平性两个维度评价其配置的空间绩效。研究发现①无论是教育质量等级、千人招生数还是通学距离，公办小学配置均存在较显著的中心、外围差异。各城区千人指标和通学距离都存在较显著校际差异：千人指标平均13.8座/千人，最低9.7座/千人，最高22.5座/千人；通学距离平均1213m，最小812m，最大2574m，远超规范500m的标准。②更少的居民获得了更多优质教育资源。5%的常住人口占据了17所重点小学的10%的招生名额，17%的常住人口占据了37所次重点小学的22%的招生名额。而非重点的123所小学只提供68%的招生名额，却要服务78%的人口；且平均通学距离高达1271m，远高于重点小学（800m）和次重点小学（1069m）。在整体社会不公平之外，各城区内教育资源分配的社会公平性也存在较大差异，西湖区北的教育资源分配公平性最佳，上城区最差。.造成公平性问题的根本原因一是政府教育经费尤其是中小学义务教育经费投入有限；二是各行政区教育经费投入差异；三是历史惯性。建议通过提高义务教育经费投入，扩大中小学校招生规模和优质师资数量提高空间公平性；以及采取重点学校师资流动以及重点学校与一般学校联建，以提高社会公平性。.研究构建了具有中国学区制特色的公办小学配置的公平性评价框架，提出了从空间公平和社会公平两个维度的公办小学配置的公平性评价方法，对教育设施布局规划、城市体检评估中的小学配置评估具有指导借鉴意义。