CAJ | 학술논문

中国古代乡村教育的供给制度有着独到之处。由于财政能力的限制，国家虽然有强烈发展教育的愿望，但并不负责农村初等教育的提供。它通过科举取士等办法，给社会及个人一种强烈的导向和刺激，使他们积极参与到乡村教育的提供当中。在这种制度框架下，总体上形成了国家、社会与个人的良性互动，并在教育发展上取得了巨大成功。其中体现出来的利益均衡与激励相容等基本制度设计原则，对当前所进行的城乡教育一体化制度建设具有重大的启示意义。
중국고대향촌교육적공급제도유착독도지처。유우재정능력적한제，국가수연유강렬발전교육적원망，단병불부책농촌초등교육적제공。타통과과거취사등판법，급사회급개인일충강렬적도향화자격，사타문적겁삼여도향촌교육적제공당중。재저충제도광가하，총체상형성료국가、사회여개인적량성호동，병재교육발전상취득료거대성공。기중체현출래적이익균형여격려상용등기본제도설계원칙，대당전소진행적성향교육일체화제도건설구유중대적계시의의。
The supply system of rural education in ancient China has a unique feature.As the financial capacity constraints,though the state had strong desire to develop education,it was not responsible for the provision of rural primary education.Through the imperial examination system,the state gave the so-cial and personal strong stimulus to enable them to actively participate in the provision of rural education. In this institutional framework,generally formed a positive interaction among the state,society and the individual,and had a great success on education development.It embodied some basic institution design principles,such as balance of interests and incentive compatibility,which greatly inspired the integrating urban and rural education.