摘 要

教育乃民族振兴之基石，小学教育资源的学区划分与合理配置是当下社会最为关注的民生问题之一，也是各级教育部门亟待解决的重要问题之一。西安市做为国家西部中心城市和第九个国家中心城市，在城镇化进程加速的新需求之下，城市发展不断变化，城市人口与日俱增，现有小学的数量与学区容纳量已无法满足当下新增需求。加之国家学区制改革创新下的新目标与人民群众对义务教育均衡发展的新愿景，西安市优质小学数量短缺、优质学区划分不均衡等问题仍然突出，人民群众对西安市小学教育资源的未来发展寄予了更高的期待。因此，本文将西安市中心城区做为研究对象，下辖新城、碑林、莲湖、雁塔、未央和灞桥六区作为基本空间分析单元。以实现“数量相宜”、“质量相近”、“便利程度相同”的均等化小学教育设施为研究目标，从居住集聚行为、需求利用行为和通学偏好行为出发，构建了“三类九项”的小学学区空间绩效测度体系。并利用耦合协调模型对各区学区耦合协调发展指数进行计算，划分各区空间耦合协调程度，针对不同程度提出学区及小学设施配置的优化措施，具体包括三个方面的内容。

（1）构建了“三类九项”的学区空间绩效测度体系。其中，居住集聚行为下的学区空间关联分析，包括服务能力值、覆盖效率值和空间匹配值；需求利用行为下的学区空间选择分析，包括供给能力值、资源适配值和空间集聚值；通学偏好行为下的学区空间组织分析，包括距离成本值、时间成本值和公交竞争值。

（2）利用耦合协调模型对六区的学区空间协调程度进行测算和分类。本文通过计算耦合协调发展指数D，依据耦合协调度等级划分标准对各区协调程度进行划分。结果发现：莲湖区和碑林区小学学区空间属于优质协调程度，对应第10等级；新城区属于初级协调，对应第7等级；雁塔区属于中度失调程度，对应第3等级；未央区和灞桥区则属于极度失调程度，对应第1等级。

（3）根据各区耦合协调程度提出学区及小学设施配置优化措施。本文对具体的各项指标值进行对比分析，从量、质、便三个角度提出了合理平衡供需、统筹优质布局、协调便利提升三大优化原则以及有效增加数量保证充足供给、重点分散布局保证优质均衡、降低通学成本保证就学便利三大优化路径。最后，充分结合西安市中心城区下辖六区的小学学区划分情况和教育发展现状，以及各区社会经济发展和地理区位等诸多因素，对各区提出了更具针对性和科学性的学区及小学设施配置优化措施。

科学划定小学学区，合理配置小学设施是一个多维度、多层次的概念。本文利用耦合协调模型拓宽学区空间绩效测度的思路和理念，不在单一的以某一指标或者某一方面进行学区空间评价与优化，而是注重考虑时空间行为，从多个角度和指标进行耦合协调测度，体现影响学区空间划分各因素之间的整体性与互动性。同时，希望有更全面的指标、更准确的数据融入，旨在更加科学的反映西安市中心城区学区及小学设施配置存在的问题，并提出针对性的优化措施，从而为管理部门关于小学未来发展的决策提供参考。

ABSTRACT

Education is the cornerstone of national rejuvenation. The division and rational allocation of primary education resources is one of the people's livelihood issues that society is most concerned about, and it is also one of the important issues that education departments at all levels need to solve urgently. As a central city in the western part of the country and the ninth central city in the country, under the new demands of accelerating urbanization, Xi'an is changing rapidly and the urban population is increasing day by day. The number of existing primary schools and the capacity of the school district can no longer meet the current new needs. demand. In addition to the new goals under the reform and innovation of the national school district system and the people's new vision for the balanced development of compulsory education, the shortage of high-quality primary schools in Xi'an and the uneven division of high-quality school districts are still outstanding. The people's future development of Xi'an's primary education resources Place higher expectations. Therefore, this article takes the downtown area of ​​Xi'an as the research object, and has six districts including Xincheng, Beilin, Lianhu, Yanta, Weiyang and Baqiao as the basic spatial analysis units. With the goal of realizing equalized elementary education facilities with "appropriate quantity", "similar quality", and "same convenience" as the research goal, starting from residential agglomeration behavior, demand utilization behavior, and general education preference behavior, the "three categories and nine items" are constructed. The spatial performance measurement system of elementary school districts. And use the coupling coordination model to calculate the coupling coordination development index of each district school district, divide the spatial coupling coordination degree of each district, and put forward the optimization measures of school district and elementary school facilities configuration according to different degrees, including three aspects.

(1) Constructed a "three types and nine items" school district spatial performance measurement system. Among them, the spatial association analysis of school districts under residential agglomeration behavior includes service capacity value, coverage efficiency value, and space matching value; school district spatial selection analysis under demand utilization behavior, including supply capacity value, resource adaptation value, and spatial agglomeration value; general learning The spatial organization analysis of school districts under preference behavior, including distance cost value, time cost value, and bus competition value.

(2) Use the coupling coordination model to measure and classify the spatial coordination degree of the six districts. In this paper, by calculating the coupling coordination development index D, the coordination degree of each district is divided according to the classification standard of coupling coordination degree. The results found that: Lianhu District and Beilin District Primary School Space belong to the high-quality coordination degree, corresponding to the 10th grade; the new urban area belongs to the primary coordination, corresponding to the 7th grade; Yanta District belongs to the moderate maladjustment degree, corresponding to the 3rd grade; Weiyang District and Ba The bridge area belongs to the extreme degree of imbalance, corresponding to the first level.

(3) Propose optimization measures for school district and elementary school facilities according to the degree of coupling and coordination of each district. This article compares and analyzes the specific index values, and proposes three optimization principles of reasonable balance of supply and demand, overall planning of high-quality layout, and coordinated and convenient improvement from the three perspectives of quantity, quality, and convenience, as well as effective increase in quantity to ensure adequate supply, and focus on decentralized layout to ensure There are three major optimization paths for high-quality balance, lowering the cost of schooling, and ensuring convenient schooling. Finally, in full consideration of the division of elementary school districts in the six districts in the central city of Xi’an and the current educational development, as well as the socio-economic development and geographical location of each district, a more targeted and scientific school district and elementary school facilities have been proposed for each district. Configuration optimization measures.

The scientific delineation of elementary school districts and the rational allocation of elementary school facilities are a multi-dimensional and multi-level concept. This article uses the coupling coordination model to broaden the ideas and concepts of the school district’s spatial performance measurement. It does not use a single index or aspect to evaluate and optimize the school district’s space, but instead focuses on considering temporal and spatial behavior, and conducts coupling coordination from multiple perspectives and indicators. The measurement reflects the integrity and interaction between the factors that affect the spatial division of the school district. At the same time, it is hoped that there will be more comprehensive indicators and more accurate data integration, aiming to more scientifically reflect the problems of the school district and elementary school facilities in Xi'an city center, and propose targeted optimization measures, so as to provide the management department with regard to the future developmentof the elementary school. Provide reference for decision-making.

[1]薄存旭.当代中国中小学校组织变革的价值范式研究[M].北京:教育科学出版社.2016.

[2]吴一洲.转型时代城市空间演化绩效的多维视角研究[M].北京:中国建筑工业出版社.2013.

[3]孙雯雯.城乡基础教育设施空间配置评价与规划对策[M].北京:中国建筑工业出版社.2017.

[4]沈山.城乡公共服务设施配置理论与实证研究[M].南京:东南大学出版社.2013.

[5]蔡定基.基础教育学区管理模式研究[M].北京:人民教育出版社.2013.

[6]孔云峰.利用GIS与线性规划学校最优学区划分[J].武汉大学学报(信息科学版),2012,37(05):513-515.

[7]艾文平.基于多目标优化模型的城镇小学学区调整规划[D].华南农业大学,2016.

[8]董琳琳,栗敏光.GIS空间分析在学区划分中的应用[J].城市勘测,2016(02):19-21+24.

[9]贺琦.西安市碑林区小学学区划分研究[D].西安建筑科技大学,2018.

[10]张晓兰.西安市小学学区的就学需求策略初探[J].建筑与文化,2018(08):199-200.

[11]周晓敏,李志民,谢世雄.小学教育设施空间配置及学区划分绩效研究——基于西安市雁塔区的实证研究[J].华中建筑,2021,39(01):58-62.

[12]张霄兵.基于GIS的中小学布局选址规划研究[D].同济大学,2008.

[13]胡思琪,徐建刚等.基于时间可达性的教育设施布局均等化评价——以淮安新城规划为例[J].规划师,2012,28(01):70-75.

[14]宋小冬.城市中小学布局规划方法的探讨与改进[J].城市规划,2014,38(08):48-56.

[15]兰峰,张祎阳.教育的空间效应:均衡还是失配?——以西安市小学教育资源为例[J].干旱区资源与环境,2018,32(05):19-26.

[16]郭梦芳.南昌市基础教育资源配置与空间布局效率评价[D].江西师范大学,2019.

[17]王晶,翟辉等.生活圈理念下昆明市小学设施配置研究[J].住区,2020(04):90-98.

[18]何峻岭,李建忠.武汉市中小学生上下学交通特征分析及改善建议[J].城市交通,2007(05):87-91.

[19]叶茂盛.小学生放学后行动特征与城市空间场所的关联性研究[D].合肥工业大学,2013.

[20]王侠,陈晓键.西安城市小学通学出行的时空特征与制约分析[J].城市规划,2018,42(11):142-150.

[21]刘欣宇.基于小学生出行行为的通学环境优化策略研究[D].大连理工大学,2020.

[22]王强,李伊彤等.我国城市空间绩效研究进展及其评述[J].中华建设,2019(07):100-103.

[23]沈奕,韦亚平.城市基础教育设施的空间服务绩效评价——以巢湖为例[A].中国城市规划学会、重庆市人民政府.规划创新：2010中国城市规划年会论文集[C].中国城市规划学会、重庆市人民政府:中国城市规划学会,2010:9.

[24]杜伊.社区生活圈的公共开放空间绩效研究——以上海市中心城区为例[J].现代城市研究,2018(05):101-108.

[25]万博,朱文一.北京近代学区空间初探[J].城市设计,2017(06):46-53.

[26]李金刚.城市公园绿地游憩服务能力空间绩效评价与布局优化研究[D].西北大学,2019.

[27]Hägerstrand T. What about people in regional science. Pa-pers and proceedings of the regional science association,1970, 24(1): 7-21.

[28]柴彦威,申悦,肖作鹏,张艳,赵莹,塔娜.时空间行为研究动态及其实践应用前景[J].地理科学进展,2012,31(06):667-675.

[29]穆学英,崔璨等.西方城市居住行为研究进展及其对中国的启示[J].人文地理,2020,35(05):8-17.

[30]王振坡,黄玉洁.居住空间分异视角下我国城市基础教育资源配置研究[J].天津城建大学学报,2019,25(01):35-39.

[31]Paumgarten N. There and Back Again. The Soul of the Commuter[J]. New Yorker,2007,83.

[32]Perry Clarence Arthur. City Planning for Neighborhood Life[J].Narnia,1929,8(1).

[33]McDonald, N, Children’s mode choice for the school trip: the role of distance and school location in walking toschool[J]. Transportation, 2008.35(1):p.23-35.

[34]Bettina，B.，et. Trend in active transportation to school among Swiss school children and its associated factors: threecross-sectional surveys 1994，2000 and 2005[J]. International Journal of Behavioral Nutrition and Physical Activity，2010.7(1).

[35]林家祯，张孝德.建成环境影响儿童通学方式与运具选择之研究：台北市文山区国小儿童实证分析[J].运输计划季刊,2008,37(3):331-362.

[36]吴慧.基于耦合协调发展理论的医疗设施公平绩效评估研究[D].山东建筑大学,2019.

[37]李二玲,崔之珍.中国区域创新能力与经济发展水平的耦合协调分析[J].地理科学,2018,38(09):1412-1421.

[38]翁文艳.教育公平与学校选择制度[M].北京:北京师范大学出版社.2003.

[39]范炜.城市居住用地区位研究[M].南京:东南大学出版社.2004.

[40]Nick Mirchandani; Sharon Wright, Future Schools: Innovative Design for Existing and New Buildings[M]. RIBA Publishing.2015.

[41]Natascha Meuser, School Buildings: Construction & Design Manual[M]. DOM Publishers.2014.

[42]Jacobo Krauel, Schools Innovation &Design[M]. Links International.2014.

[43]Pamela Woolner, School Design Together[M]. Routledge.2014.

[44]Andrew Harrison; Les Hutton, Design for the Changing Educational Landscape: Space, Place and the Future of Learning[M]. Routledge.2013.

[45]West’s Encyclopedia of American Law.Schools and school districts[EB/OL].[2016-11-11]http://legal-dictionary.thefreedictionary.com/Schools+and+School+Districts.

[46]Carey K D.School district master planning:A practical guide to demographics and facilities planning[M].Lanham:R&L Education, 2011.

[47]Leo Care; Howard Evans; Anna Holder; Prue Chiles, School Building: Key Issues for Contemporary Design[M]. BirkhauserVerlag AG.2012.

[48]R. Tomas Hille, Modern Schools: A Century of Design for Education[M]. John Wiley & Sons.2011.

[49]Elain Harwood, England's Schools: History, Architecture and Adaptation (Informed Conservation)[M].English Heritage.2010.

[50]刘冬.黄土高原县域中小学校布局调整模式及其校舍空间计划研究[D].西安建筑科技大学,2013.

[51]刘冬,李志民,王欣.中小学校布局调整后校舍空间计划方法建构[J].西安建筑科技大学学报(自然科学版),2016,48(04):562-567.

[52]张振龙.基于社会公平的苏州城市公共交通设施布局研究[A].中国城市规划学会、贵阳市人民政府.新常态：传承与变革——2015中国城市规划年会论文集（05城市交通规划）[C].中国城市规划学会、贵阳市人民政府:中国城市规划学会,2015:11.

[53]丛晓男.耦合度模型的形式、性质及在地理学中的若干误用[J].经济地理,2019,39(04):18-25.

[54]魏伟,陶煜等.大城市中心区小学布局满意度提升规划策略[J].规划师,2020,36(16):13-18.

[55]陈玉娟,庞俊,吕统华.杭州市主城区公共体育设施空间分布的公平性评价[J].规划师,2020,36(16):19-24.

[56]唐子来,顾姝.上海市中心城区公共绿地分布的社会绩效评价:从地域公平到社会公平[J].城市规划学刊,2015(02):48-56.

[57]李淑瑶,忻静.基于上海市地理国情成果的学生就学可达性测度与学区优化分析[J].城市勘测,2019(02):28-34.

[58]陈芸芬，雒占福.兰州市基础教育资源空间分布特征及布局效率研究[J].干旱区资源与环境，2017,31(01):44-50.

[59]邵艳.基于GIS的天津市基础教育均衡发展研究[D].山东大学，2012.

[60]孔云峰等.农村中小学布局调整之空间可达性分析——以河南省巩义市初级中学为例[J].遥感学报，2008(05):800-809.

[61]王侠，陈晓键等.基于家庭出行的城市小学可达性分析研究——以西安市为例[J].城市规划，2015,39(12):64-72.

[62]郑晓伟.基于开放数据的西安城市中心体系识别与优化[J].规划师，2017，33(01)：57-64.

[63]刘科伟，史茹，康智渊.基于供需关系的城市边缘区基础教育设施布局研究——以西安市长安区韦曲街道为例[J].地域研究与开发，2018,37(05):83-88.

[64]李钢，杨兰等.基于POI数据的西安市快递自提点空间格局及空间关系研究——以菜鸟驿站为例[J].地理科学，2018,38(12):2024-2030.

[65]曹树青.青岛市中心城区公共文化设施空间分布特征研究——基于POI数据的分析[J].青岛农业大学学报(社会科学版)，2018,30(02):85-88.

[66]王函.基于理性分析的基础教育设施布局规划研究[A].2017中国城市规划年会论文集[C].2017:17.

[67]刘宏燕，陈雯.中国基础教育资源布局研究述评[J].地理科学进展，2017，36(05)：557-568.

[68]沈若宇，李志民等.基础教育设施布局规划发展研究[J].华中建筑，2019，37(06):118-122.

[69]禹文豪，艾廷华等.利用核密度与空间自相关进行城市设施兴趣点分布热点探测[J].武汉大学学报(信息科学版)，2016,41(02):221-227.

[70]王雪，白永平等.基于街道尺度的西安市基础教育资源空间分布特征研究[J].干旱区地理,2019,42(06):1470-1477.

[71]汪凡，白永平等.中国基础教育公共服务均等化空间格局及其影响因素[J].地理研究,2019,38(02):285-296.

[72]刁星，程文.城市空间绩效评价指标体系构建及实践[J].规划师,2015,31(08):110-115.

[73]王兴平，胡畔.基于社会分异的城市公共服务设施空间布局特征研究[J].规划师，2014,30(05):17-24.

[74]韩高峰,秦杨.需求与供给分析视角下教育设施布局规划指标体系构建——以南康市中心城区中小学布局专项规划为例[J].规划师,2013,29(12):104-109.

[75]张京祥,葛志兵,罗震东,孙姗姗.城乡基本公共服务设施布局均等化研究——以常州市教育设施为例[J].城市规划,2012,36(02):9-15.

[76]黄明华,杨郑鑫,巩岳.县城义务教育阶段学校适宜性指标体系研究[J].城市规划,2011,35(04):15-20+79.

[77]岳晓琴,黄明华.县城中小学教育设施规划指标探讨[J].规划师,2012,28(01):76-81.

[78]褚宏启,高莉.义务教育均衡发展评估指标的制定[J].教育研究与评论(中学教育教学版),2013(8):91-92.

[79]何峻岭,李建忠.武汉市中小学生上下学交通特征分析及改善建议[J].城市交通,2007,5(5):87–91.

[80]Lin J J,Chang H T.Built Environment Effects on Children's School Travel in Taipai: Independence and Travel Mode[J]. Urban Studies, 2010, (47):867-889.

[81]陆化普,张永波,王芳.中小学周边交通拥堵对策与通学路系统规划设计研究[J].城市发展研究,2014,(5):91-95.

[82]刘炳恩,隽志才,李艳玲.居民出行方式选择非集计模型的建立[J].公路交通科技,2008,(5):116-120.

[83]廖宇亮.基于可达性的基础教育设施划片合理性研究[C].中国城市规划学会、重庆市人民政府.活力城乡美好人居——2019中国城市规划年会论文集（12城乡治理与政策研究）.中国城市规划学会、重庆市人民政府:中国城市规划学会,2019:825-834.

[84]牛强.数据驱动的精细化公共服务设施绩效评价研究——以武汉市东西湖区中小学服务绩效评价为例[C].中国城市规划学会、重庆市人民政府.活力城乡美好人居——2019中国城市规划年会论文集（05城市规划新技术应用）.中国城市规划学会、重庆市人民政府:中国城市规划学会,2019:1109-1119.

[85]王美娟.中国城市空间结构绩效的评价[D].辽宁师范大学,2016.

[86]王丽娟.城市公共服务设施的空间公平研究[D].重庆大学,2014.

[87]李兰.基于主体价值的城市空间扩展绩效研究[D].西安建筑科技大学,2014.

[88]马菊.陕西省中小城市空间绩效评价指标体系构建研究[D].西安建筑科技大学,2014.

[89]周子懿.学区划分背景下的小学布点规划评价与优化研究[D].浙江大学,2015.

[90]朱亚丽.义务教育资源配置均衡发展测评模型的构建研究——基于重庆统筹城乡教育的调研[D].西南大学.2015.

[91]孙璇.江汉平原义务教育学校可达性与空间布局优化研究[D].华中师范大学,2016.

[92]林艳.福州市城区小学布局空间均衡性研究[D].福建师范大学,2015.

[93]李苒.西安市城区基础教育资源配置与空间布局的均衡性研究[D].西北大学,2014.

[94]董飞飞.天津中心城市社区发展与中小学空间布局研究[D].天津师范大学,2014.

[95]李鹏飞.郑州市中心城区中小学用地布局优化研究[D].郑州大学,2013.

[96]彭菁.基于GIS的教育均等化分析[D].华中师范大学,2013.

[97]郭全.基于GIS的城市基础教育资源布局均衡性研究[D].兰州大学,2011.

[98]卢晓旭.基于空间视角的县域义务教育发展均衡性测评研究[D].南京师范大学,2011.

[99]付建川.基于家庭属性和NL模型的学生出行行为及对策研究[D].长安大学,2014.

[100]季琳,吴晓等.武汉市中心区医疗设施供给水平研究[J].现代城市研究,2020(11):42-52.

[101]吴晶.基础教育学区化办学研究[D].华东师范大学,2018.

[102]李冯婕.基于学区制的教育公平优化研究[D].长安大学,2018.

[103]任梦云,程钢.城市教育设施的可达性分析——以龙岗区小学为例[J].地理信息世界,2019,26(04):61-67+73.

[104]刘晓.基础教育均等化评价与学校区位选择优化模型研究[D].山东农业大学,2016.

[105]教育部,加快中西部教育发展工作督导评估监测办法,国教督办〔2017〕10号.

[106]教育部.关于贯彻落实科学发展观进一步推进义务教育均衡发展的意见（教基[2010]1号）,2010.

[107]全国人代表常务委员会.中华人民共和国义务教育法（中华人主席令第52号）,2006.

[108]国家中长期教育改革和发展规划纲要领导小组.国家中长期教育改革和发展规划纲要（2010-2020年）.教育科学出版社,2010.

[109]教育部.国家教育事业发展第十三个五年规划,2017.

[110]西安市.基础教育提升三年行动计划（2019—2021）.2019.

[111]GB50099-2011.中小学校设计规范[S].中国计划出版社,2011.

[112]GB50180-2018.城市居住区规划设计规范[S].中华人民共和国建设部,2018.

[113]JB102-2002.城市普通中小学校校舍建设标准[S].高等教育出版社,2002.