The Spatial Accessibility Of Basic Education Resources In Liupanshan Area

Education is the foundation.At present,China has entered the stage of decisive victory in building a well-off society in an all-round way.In many parts of China,the contradiction between the urban and rural dual structure is still outstanding,especially in the concentrated areas of poverty-stricken areas.The quality of rural quality education is in short supply,and the quality of education needs to be improved.The low cultural quality is still the main factor for poverty in poor areas.How to solve the problem of educational equity and uneven education level in poverty-stricken areas is a key part of China's education.The spatial accessibility of educational resources is a common concern in the theoretical and practical aspects of China,but the existing research pays more attention to the spatial accessibility of schools in urban areas.The research content of the spatial accessibility of educational resources in povertystricken mountainous areas is also based on individual counties and districts,and the model optimization and improvement experiments of spatial accessibility are carried out.There is a lack of research on the accessibility of educational resources in a large-scale concentrated contiguous area.This paper takes the basic education resources in Liupanshan area as the research object.The research contents are as follows:(1)Calculating the spatial density of various basic education facilities and school-age population in the study area by means of nuclear density estimation method,firstly understanding the spatial distribution of basic education facilities in Liupanshan area from a macro perspective;(2)Based on the principle of “admission to the nearest school” and using the nearest neighbor distance model,the spatial accessibility of kindergartens and primary schools is measured from the perspective of walking and bicycle travel modes;(3)For the secondary school education resources,comprehensive consideration of the supply side(secondary service capacity),the demand side(the size of the school-age population of each residential area)and the attenuation of distance,using the improved potential model to measure the spatial accessibility of secondary education resources;(4)From the perspectives of natural topography,social economy,and demographic characteristics,from the residential scale,county scale,city and state scales,to various educational facilities in 15 cities,78 counties,and 1157 residential areas in the Liupanshan area.Spatial accessibility has been studied and analyzed,and planning recommendations have been given.The main conclusions are as follows:(1)There are uneven distribution of various basic education resources in the Liupanshan area,and the overall level of spatial accessibility needs to be improved.(2)The spatial accessibility of basic education resources in the Liupanshan area is significant.Most towns(streets)with high spatial accessibility of basic education resources are distributed in the central urban areas of key cities and are attenuated with distance.The accessibility of educational facilities in contiguous rural areas is low.(3)The spatial accessibility level of basic education resources in Liupanshan area is more related to the complexity of terrain.The area with flat terrain and relatively low elevation has good spatial accessibility,and the accessibility of the areas with high altitude and complex terrain is poor.(4)The accessibility of educational resources in poverty-stricken areas with multi-ethnic areas and imperfect road facilities requires special attention.The accessibility of basic education resources with developed transportation and dense road network is relatively high.In the multi-ethnic areas of Linxia Hui Autonomous Prefecture and Haidong City,the accessibility of basic education resources is relatively low.The research characteristics of this paper are summarized into two points: First,through the network big data crawling technology,the POI spatial data of various basic educational facilities in the study area is obtained,which overcomes the problem that the spatial data of educational facilities in large-scale poverty-stricken mountainous areas are difficult to obtain;Secondly,according to the different characteristics of various educational resources,from the perspective of residents' choice of school,different spatial accessibility measures are selected for different educational resources,and the spatial accessibility results are analyzed from multiple spatial scales.