美国《每一个学生成功法》研究

发布时间：2018-03-05 23:36

本文选题：《每一个学生成功法》　切入点：教育改革　出处：《吉林大学》2017年硕士论文　论文类型：学位论文

【摘要】：2015年美国联邦政府出台的《每一个学生成功法》(Every Student Succeeds Act,简称ESSA)是对1965年出台的《初等和中等教育法》(Elementary and Secondary Education Act,简称ESEA)的继承和发展,是美国政府依据国内、国际形势对美国教育的重新调整。《初等和中等教育法》自颁布,经过多次修订,其中影响最深远的一次修订是2001年颁布的《不让一个学生掉队法》(No Child Left Behind Act,简称NCLB)。NCLB出台的目的是为了提高学生学术水平,给学生提供更加公平的教育。NCLB在其实施的10多年里,一定程度上改善了美国的教育质量,但是随着时间的推移,这部以“标准化考试”和“统一绩效问责”为主要特点的法案在实施过程中产生的负面影响,遭遇美国社会各界的质疑,美国民众再次呼吁美国政府重新修订法案。为了彻底解决NCLB暴露出来的问题,响应民众的需求,奥巴马政府决定颁布《每一个学生成功法》。《每一个学生成功法》坚持“为大学生活和职业生涯做准备”的价值追求,力图通过政策改革实现其预期目标:第一,建立科学、前沿的学业评估体系,提高国民教育质量;第二,努力实现截至2020年,美国高等教育质量有所提高,美国高中毕业生数量居于世界领先水平;第三,为全国所有学生提供完整且具有竞争力的终身教育体系;第四,确保所有学生接受高水平教育,为将来升学和职业生涯做充分准备;第五,为各地区校长、教师提供专业服务,实现校长、教师的专业化和创新性发展;第六,为贫困学生、少数族裔学生提供丰富的教育资源,实现教育公平。奥巴马政府此次授权,体现了美国联邦政府试图通过教育政策的完善,推进本国教育的发展。目前,我国教育发展存在着诸多亟需解决的问题,美国的教育水平处于世界的一流,深入的分析美国教育改革的价值追求,有利于我们洞察世界教育改革趋势,为我国教育改革提供启发。本研究共分为五个部分。第一部分主要论述本文的选题背景,分析了国内外学者对法案研究的状况,并且浅述了本研究的重点和难点。第二部分论述了法案历史发展过程以及出台的现实诉求。第三部分对法案的基本内容和主要内容进行了介绍,归纳法案主要条款,并对法案的特征进行总结,指出,首先新法案完善了问责制:问责主体由中央转向地方、问责方式由标准化转向灵活化、问责指标由单一转变为多样;其次,创新使用评估标准,实施对学生多方面考核评估;再次,取消了对教师的硬性要求,取消实施与学生成绩直接挂钩的教师评估体系;最后,教育理念不断优化,更加关注教育公平。第四部分是基于第二、三部分的分析,结合我国实际情况,为我国当今教育改革提出建议。第五部分,对本研究进行了总结。
[Abstract]:In 2015, the Federal Government of the United States issued the every Student Succeeds Act (ESSAA), which inherits and develops the Elementary and Secondary Education Act (ESSAT), which was promulgated in 1965, and is the basis of the US government. The international situation has readjusted education in the United States. The Primary and Secondary Education Act has since been promulgated and has been revised many times. One of the most far-reaching amendments was the No Child Left Behind Act, enacted in 2001, which was designed to improve students' academic standards and provide students with a more equitable education. NCLB has been in effect for more than a decade. Some improvements have been made in the quality of education in the United States, but over time, the bill, which is characterized by "standardized tests" and "uniform performance accountability," has had a negative impact on the implementation process. Faced with skepticism from all walks of life in the United States, the American people once again called on the United States Government to revise the bill. In order to completely solve the problems exposed by the NCLB and respond to the needs of the public, The Obama administration has decided to enact the "every Student success Act." the "every student success Act" adheres to the value of "preparing for college life and career," trying to achieve its desired goals through policy reform: first, to establish science. The forefront of academic evaluation system to improve the quality of national education; second, efforts to achieve by 2020, the quality of higher education in the United States has improved, the number of American high school graduates in the world's leading level; third, Provide a comprehensive and competitive life-long education system for all students throughout the country; 4th, ensure that all students receive a high level of education and are fully prepared for their future studies and careers; 5th, provide professional services to regional principals and teachers, To achieve professional and innovative development of principals and teachers; 6th, to provide rich educational resources for poor students and minority students, and to achieve educational equity. The United States federal government is trying to promote the development of education in our country through the improvement of educational policy. At present, there are many problems that need to be solved in the development of education in our country, and the level of education in the United States is in the first class in the world. An in-depth analysis of the value pursuit of American education reform is conducive to our insight into the trend of education reform in the world and to providing inspiration for China's educational reform. This study is divided into five parts. The first part mainly discusses the background of this thesis. The current situation of domestic and foreign scholars' research on the bill is analyzed. The second part discusses the historical development process of the bill and its realistic demands. The third part introduces the basic content and main content of the bill, and summarizes the main provisions of the bill. After summarizing the characteristics of the bill, it is pointed out that the new law improves the accountability system: the accountability subject changes from the central government to the local government, the accountability mode changes from standardization to flexibility, and the accountability index changes from a single to a variety; secondly, Innovative use of evaluation criteria, the implementation of multi-dimensional assessment of students; third, the abolition of mandatory requirements for teachers, the implementation of the teacher evaluation system directly linked to student performance; finally, the concept of education continues to optimize, Part 4th is based on the analysis of the second and third parts, combined with the actual situation of our country, and puts forward some suggestions for the educational reform of our country. 5th, this research is summarized.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G571.2

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