国内幼儿足球特色学校的空间分布特征及相关影响因素

Spatial Distribution Characteristics and Related Influencing Factors of Childrens Football Characteristic Schools in China

本文运用文献资料、最短邻近指数、重心模型、核密度强度分析等研究方法,对国内幼儿足球特色学校的空间分布特征及影响因素进行全方位、多角度、深层次分析。研究结果:(1)空间分布特征表现为:在规模结构特征上,幼儿足球特色学校的空间规模结构特征呈现“倒金字塔”结构;在空间格局特征上,幼儿足球特色学校呈现出东西多、中部与东北部少和南北多与西北、西南部少的态势;在空间重心特征上,幼儿足球特色学校的空间重心与我国的空间重心、经济重心相切合;在空间集聚特征上,幼儿足球特色学校在国内区域内呈现集聚的态势,空间核密度高峰值主要集聚在安徽西部、江苏南部、浙江北部等地区,其他区域的空间分布特征分布较为稀松。(2)幼儿足球特色学校的主要影响因素为:总人口数量、区县数量、GDP值、一般公共预算收入、总学校数量、教育经费投入。

This article uses research methods such as literature review,shortest neighbor index,center of gravity model,and kernel density intensity analysis to conduct a comprehensive,multi-angle,and in-depth analysis of the spatial distribution characteristics and influencing factors of domestic childrens football characteristic schools.Research results:(a)The spatial distribution characteristics are manifested as follows:in terms of scale structure characteristics,the spatial scale structure characteristics of preschool football characteristic schools show an inverted pyramid structure;In terms of spatial pattern characteristics,preschool football characteristic schools show a trend of more in the east and west,less in the central and northeast regions,and more in the north and south compared to the northwest and southwest regions;In terms of spatial center of gravity characteristics,the spatial center of gravity of preschool football characteristic schools is in line with China's spatial center of gravity and economic center of gravity;In terms of spatial agglomeration characteristics,preschool football characteristic schools show a trend of agglomeration within the domestic region,with high spatial kernel density mainly concentrated in western Anhui,southern Jiangsu,northern Zhejiang,and other regions,while the spatial distribution characteristics of other regions are relatively sparse.(b)The main influencing factors of preschool football characteristic schools are:total population,number of districts and counties,GDP value,general public budget income,total number of schools,and investment in education funds.