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本文通过引入非认知能力这一因素,在改进的Becker et al.(1990)框架下求解一个同时含有人力资本动态方程、非认知能力动态方程的动态系统,通过非认知能力的间接设计将小孩物质条件内生化,求得了均衡条件下的非认知能力、人力资本水平,以及产出水平。结果表明:(1)体现认知能力培养的学前教育投入对人力资本积累起促进作用,但对产出的影响不确定,这取决于父母在小孩教育与工作之间的时间分配;(2)人力资本回报率随人力资本存量的增加而递减,原因是认知力具有的负效应大于其正效应;(3)逆境有助于小孩人力资本的积累;(4)父母对小孩认知能力的投入越多,越不利于小孩非认知能力的形成。本文的教育政策意涵是:父母应减少小孩学前教育认知能力方面的培养,如强迫小孩进入英语、数学等少儿班等,取而代之的是,应加强对小孩诸如乐观、坚持等非认知能力的培养,这将无疑对其人力资本积累是有效的。
In this paper, by introducing the non-cognitive ability factor, a dynamic system that contains both human capital dynamic equation and non-cognitive dynamic equation is solved under the improved framework of Becker et al. (1990). By non-cognitive indirect design The endogenous conditions of children material, obtained the equilibrium conditions of non-cognitive ability, human capital level, and output level. The results show that: (1) pre-school education that reflects the cultivation of cognitive ability can promote the accumulation of human capital, but the impact on output is uncertain, which depends on the time distribution between children's education and work; (2) The rate of return of human capital decreases with the increase of human capital stock, because the negative effect of cognitive force is greater than its positive effect; (3) Adversity helps the accumulation of children's human capital; (4) The more inputs, the less conducive to the formation of children's non-cognitive ability. The educational policy of this article implies that parents should reduce the children's preschool education cognitive ability training, such as forcing children to enter English, mathematics and other children's classes, instead, children should be strengthened, such as optimism, perseverance and other non-cognitive ability This will undoubtedly be effective for its accumulation of human capital.