教育资源配置作为义务教育发展的重要一环，促进教育优质均衡发展，是教育高质量发展的核心要义。受学校布局、服务能力、资源投入、择校意愿等方面的影响，目前秦巴山区在区域、城乡、学校间义务教育发展仍不平衡。小学作为义务教育的主要空间载体，其配置的优劣成为制约教育高质量发展的决定性因素，通过识别秦巴山区小学空间配置的多维类型，明晰小学的空间配置特征，对实现教育资源均衡发展具有重要意义。

在此背景下，本文以安康恒口示范区为研究区，构建了小学空间配置类型识别模型，采用GIS空间分析、统计分析、空间聚类等方法，耦合多种教育统计数据，在审视秦巴山区教育配置问题的基础上，以研究区23所小学进行多维视角测度，并识别了小学空间配置的多维类型与特征，提出了多维发展对策。论文的主要内容及结论如下：

首先，本文聚焦城乡规划学学科，剖析了小学空间配置及其相关概念，并在以相关规范、前期数据、测度体系及识别计算方法的基础上构建了小学空间配置的识别模型。其次，基于秦巴山区教育配置的审视，立足研究区发展概况，深入分析了其小学空间配置现状。再次，对研究区23所小学空间配置多维水平进行了测度量化，以学位供给能力、供需适配能力、竞争吸引能力三个指标测度了其公平性，测度值为0.383-0.711；以服务半径覆盖效率、服务区覆盖效率、步行通学效率三个指标测度了其可达性，测度值为0.047-0.970；以生均面积差距、师生比差距两个指标测度了其品质性，测度值为0-0.996；以生源流失程度、就学饱和程度两个指标测度了其鲁棒性，测度值为0.037-0.922。最后，以空间配置多维水平测度值为依据，以配置水平、指标贡献度及多维类型构成的分析逻辑，采用聚类分析法识别了研究区23所小学空间配置多维类型，分别为“多维配置均衡型”、“公平可达低效型”、“资源品质欠缺型”和“生源鲁棒失稳型”4种类型，其中“多维配置均衡型”包含8所小学，具有空间配置水平高、各维度测度水平稳定等特征；“公平可达低效型”包含2所小学，其生源稳定性高，但学位供需、通学效率较差；“资源品质欠缺型”包含7所小学，该类型生均资源较少、通学效率一般，但学位供需条件较为稳定；“生源鲁棒失稳型”包含6所小学，其生源稳固能力最低，但学位供需、通学效率、资源投入均居于高水平。根据其特征，提出了优化调整布局、鼓励乡村办学以及民办教育、健全和优化校内外环境、实施薄弱领改善计划等多维发展对策，以期为当地及秦巴山区其他类似区域小学空间配置提供科学的参考意见。

The allocation of educational resources is an important part of the development of compulsory education, and promoting high-quality and balanced development of education is the essence of high-quality development of education. Due to the influence of school distribution, service capacity, resource investment, and willingness to choose schools, there is still an imbalance in the development of compulsory education in the Qinba mountainous region, both at the regional and rural-urban levels, as well as among different schools. As the main spatial carrier of compulsory education, the quality of primary school allocation has become a decisive factor restricting the high-quality development of education. Identifying the multidimensional types of spatial allocation in primary schools in the Qinba mountainous region and clarifying the spatial allocation characteristics of primary schools are of significant importance in achieving balanced development of educational resources.

In this context, this paper takes the Ankang Hengkou Demonstration Area as the research area, constructs the identification model of primary school spatial configuration types, uses GIS spatial analysis, statistical analysis, spatial clustering, and other methods, coupled with a variety of educational statistical data, based on the survey of the educational configuration problems in the Qinba mountainous region, conducts a multi-dimensional perspective measurement with 23 primary schools in the research area, identifies the multi-dimensional types and characteristics of primary school spatial configuration, and puts forward multi-dimensional development countermeasures. The main content and conclusions of the paper are as follows:

Firstly, this article focuses on the discipline of urban and rural planning, analyzes the spatial allocation of primary schools and its related concepts, and constructs an identification model for primary school spatial allocation based on relevant norms, preliminary data, measurement system, and identification calculation methods. Secondly, based on the examination of the education allocation in the Qinba mountainous region and the development overview of the research area, the current situation of primary school spatial allocation was analyzed in depth. Once again, the multidimensional level of spatial allocation in 23 primary schools in the research area was measured and quantified, and its fairness was measured using three indicators: degree supply capacity, supply-demand adaptation capacity, and competitive attraction capacity, with measurement values ranging from 0.383-0.711; The service radius coverage efficiency, service area coverage efficiency, and pedestrian access efficiency are used to measure its reachability, with a measurement value of 0.047-0.970; The quality was measured using two indicators: the average student building gap and the teacher-student ratio gap, with a measurement value of 0-0.996; The robustness was measured using two indicators: the degree of student turnover and the degree of saturation in education, with a measurement value of 0.037-0.922. Finally, based on the multidimensional level measurement values of spatial allocation, using the analysis logic composed of allocation level, indicator contribution degree, and multidimensional types, cluster analysis was used to identify the multidimensional types of spatial allocation in 23 primary schools in the research area, which are four types: "Multidimensional configuration balanced type", "Inefficient type of fairness and reachability", "Types of resource quality deficiencies", and "Types of instability in student source robustness", Among them, the "Multidimensional configuration balanced type" includes 8 primary schools, which have characteristics such as high spatial allocation level and stable measurement level of each dimension; The "Inefficient type of fairness and reachability" model includes two primary schools, with high student stability, but poor degree supply and demand, and overall learning efficiency; The "Types of resource quality deficiencies" includes 7 primary schools, with relatively low per capita resources and average academic efficiency, but relatively stable degree supply and demand conditions; The "Types of instability in student source robustness" includes 6 primary schools, with the lowest student source stability ability, but the degree supply and demand, overall learning efficiency, and resource investment are all at a high level. Based on its characteristics, multi-dimensional development strategies have been proposed, including optimizing and adjusting the layout, encouraging rural education and private education, improving and optimizing the internal and external environment of the school, and implementing weak areas improvement plans. The aim is to provide scientific reference and guidance for the spatial configuration of primary schools in the local area and other similar regions in the Qinba mountainous region.

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