西南多民族共生区义务教育发展的空间集聚研究

Research on the Spatial Agglomeration of Compulsory Education Development in the Multi-Ethnic Symbiosis Area of Southwest China

摘要: 通过1990~2020年中国西南多民族共生区义务教育的相关数据，运用GIS空间分析、空间自相关分析等方法，探讨了1990年以来中国西南多民族共生区义务教育发展的时空格局及其演化规律。研究结果表明：中国西南多民族共生区受义务教育人数呈先上升后下降的趋势，不同州市之间义务教育人数差异较大；受小学教育人数出现先上升后下降的趋势，受初中教育人数则呈现逐年递增趋势，受小学教育的规模大于受初中教育的规模，但受初中教育人数的增幅大于受小学教育的增幅。义务教育发展热点区呈“东热西冷”空间格局，热点区在“曲靖–昭通”地区表现突出，并出现由东向东北转移现象；小学教育发展未出现显著的热点区，表明小学教育的区域均衡性发展水平有所提升；初中教育发展呈“东热中冷”空间格局，热点区在“昭通–曲靖”呈带状分布结构，并出现逐渐向滇中地区集聚现象；初中教育发展的空间集聚程度明显强于小学教育发展的空间集聚程度。

Abstract: Based on data from 1990 to 2020 on compulsory education in the multi-ethnic symbiosis area of Southwest China, this study employs GIS spatial analysis and spatial autocorrelation methods to investigate the spatiotemporal patterns and evolutionary trends of compulsory education development in this region since 1990. The findings reveal the following: The number of students receiving compulsory education in the region initially increased but later declined, with significant disparities observed among different prefectures and cities. Primary school enrollment followed an upward-then-downward trend, whereas junior secondary school enrollment exhibited consistent year-on-year growth. Although the scale of primary education remained larger than that of junior secondary education, the growth rate of junior secondary enrollment surpassed that of primary education. The hotspots of compulsory education development exhibit a spatial pattern of “hot in the east, cold in the west”, with the most prominent clustering observed in the “Qujing-Zhaotong” region, along with a shifting trend from east to northeast. The development of primary education shows no significant hotspots, indicating improved regional balance in primary education. In contrast, junior secondary education development exhibits a “hot in the east, cold in the center” spatial pattern, with hotspots forming a belt-like distribution structure in the “Zhaotong-Qujing” region and showing a gradual clustering trend toward central Yunnan. The degree of spatial agglomeration in junior secondary education development was significantly stronger than that in primary education.