美国“家长参与”政策理念的缘起和变迁

发布时间：2019-01-27 22:17

【摘要】：关于家长在提高学生成绩和学校业绩方面应该起何种作用,以及如何起作用的问题,美国用联邦政策的方式给予了解答。在《初等和中等教育法案》被七次核准的半个世纪中,处境不利儿童的家长先后作为学校的集体顾问、孩子学习辅助者、签订"学校——家长契约"的共同责任者,以及学校选择和问责者逐渐成为联邦政府努力实现教育正义、公平和优质教育的重要"合作伙伴"。对美国的家校关系以及主流人群的家长参与观念进行历时性考察后可知,清教徒的"家庭中心主义"家校互动观念、老式中产阶级的社区控制和个人主义自主参与观念以及新中产阶级的学校依赖与定制的参与观念,共同构筑了当今美国"家长参与"政策理念。对政策理念的梳理和解析应成为认识美国家长作为教育政策目标的合理性,理解"家长参与"政策行为的意义,乃至判断当今美国家校合作的目的、方式特征及理论基础的必然依据和前提。
[Abstract]:The United States answers the question of what role parents should play in improving student performance and school performance, and how they should work. In the half century since the passage of the Primary and Secondary Education Act seven times, the parents of disadvantaged children have served as collective counsellors for schools, assisted children in learning, and signed the School-Parenthood Pact. School selection and accountability are becoming important partners in the federal government's efforts to achieve education justice, equity, and quality education. After a diachronic investigation of the relationship between home and school in the United States and the idea of parental participation among the mainstream population, we can see that the Puritan concept of "family centrism" is the concept of home-school interaction. The concept of community control and individualism independent participation of the old middle class and the school dependence and custom participation of the new middle class have jointly constructed the policy concept of "parental participation" in the United States today. To sort out and analyze the policy idea should become the rationality of recognizing American parents as the goal of education policy, understanding the significance of "parental participation" policy behavior, and even the purpose of judging the cooperation of American national schools. The necessary basis and premise of mode characteristics and theoretical basis.
【作者单位】：东北师范大学国际与比较教育研究所;
【分类号】：G571.2

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