Study On The Equity Of Elementary Public Education Resources Allocation In Liuhe District Of Nanjing City

Since the reform and opening up,with the continuous development of urbanization in China,more and more migrant workers are rushing into the cities.When their work and life are relatively stable,they will put their children into the city and live together,thus making the city a new group of migrant workers with their children.Due to the differences of life style and cultural concept,a series of obstacles have emerged in the process of migrant workers' children who have been transferred into urban schools to receive education.The problem of the equalization of education has aroused the strong concern of all circles of society.The fair allocation of urban and rural educational resources and educational equity have become the key areas of public governance.This paper takes the Liuhe District of Nanjing as a demonstration object,reconstructs the fair allocation mechanism of educational resources and consummate the mode of governance.On the basis of questionnaire survey,in-depth interview and empirical analysis,it is found that the social cognitive ability of education is insufficient through the questionnaire analysis of government,community,school and family.The lack of educational resources supply,the lack of the management mechanism of special groups and the lack of educational ability of the family.According to the problem of equality of education is the theoretical logic of the systematic problem that the whole society participates and harnessing together,the article puts forward the urban and rural educational resources under the theory of inclusive development in the theoretical perspective of inclusive development.The innovation mode of the configuration mechanism is to construct a shared educational resource government fair allocation mechanism,the community correction and guarantee mechanism under the symbiotic concept and the homogeneity of the school education management mechanism,the value orientation of the public system facing the fair development of elementary education in urban and rural areas and the equality of classes between generations.