二战后美国农村学生辍学问题研究

发布时间：2018-05-14 19:57

本文选题：美国 + 农村　；参考：《东北师范大学》2009年硕士论文

【摘要】： 辍学问题是一个广受关注的教育难题。学生辍学不仅阻碍其自身的发展,影响人力资源的开发和国民整体素质的提高,也埋下了一系列社会问题的隐患。二战后,尤其是20世纪60年代以后,农村学生辍学问题在美国倍受重视。美国政府与社会各界为解决农村学生辍学问题采取了诸多措施,取得了积极成效。与其相比,我国农村学生的辍学问题更为突出,但政策效果有待提高。中美两国固有其差异,但是农村学生辍学问题仍有其相似性。因而,研究美国农村学生辍学问题对我国具有重要的启示意义。本论文的主体由以下三部分构成: 第一章,对美国农村学生辍学问题进行了历史考察。在历史上,美国农村学生辍学现象早已存在,并随着农村教育的发展逐渐得到改善。二战后,社会对教育公平的追求使美国农村学生辍学问题的严重性更为突出。自20世纪60年代以来,美国农村学生辍学问题受到政府与社会各界的高度重视。第二章,对二战后美国农村学生辍学问题进行了归因分析。与城市相比,美国农村学生的辍学原因具有其特殊性。从家庭因素来看,单亲家庭、少数民族家庭的学生人数较多,社会经济地位与父母的受教育水平较低,家庭流动性更强;从学校因素看,美国农村学校办学经费紧缺,师资状况较差,教育改革与农村文化相互冲突;从个体因素来看,农村学生一般持有较为消极的自我概念,不良行为更严重;此外,美国农村面临经济贫困、人力资源贫乏等一系列问题。这些因素将农村学生推向了辍学的边缘。第三章,阐明了美国农村学生辍学问题的应对策略及其启示。二战后,为解决农村学生辍学问题,美国政府和社会各界采取了诸多措施。首先,大力发展农村经济,优化农村社会资源,加大对农村教育资金的投入,支持农村小规模学校的发展。其次,农村学校积极进行教师培训,加强与社区的联系,同时在学校内部开展多元文化教育。此外,美国政府和社会各界实施了诸多具有针对性的计划和项目,如流动学生教育计划和学习愿景项目。根据美国的经验,笔者提出了解决我国农村学生辍学问题的若干建议:政府应保障农村弱势儿童的受教育机会;因地制宜进行农村学校布局调整;为学生提供优越的社会资源;加强学校、家长、社区间的合作;对农村学生实施有针对性的教育。
[Abstract]:Dropping out of school is a serious educational problem. Students dropping out of school not only hinders their own development, affects the development of human resources and the improvement of the overall quality of the people, but also buries up a series of hidden dangers of social problems. After World War II, especially after the 1960s, rural students dropped out of school in the United States. The American government and all walks of life have taken many measures to solve the problem of rural students dropping out of school, and achieved positive results. Compared with it, the problem of rural students dropping out is more prominent, but the effect of the policy needs to be improved. China and the United States are inherently different, but the problem of dropping out of school in rural areas remains similar. Therefore, the study of American rural students dropping out of school is of great significance to our country. The main body of this thesis consists of the following three parts: In the first chapter, the author makes a historical investigation on the problem of rural students dropping out of school in the United States. Historically, the phenomenon of rural students dropping out of school in the United States has long existed, and has been gradually improved with the development of rural education. After World War II, the social pursuit of educational equity made the problem of rural students drop out of school more serious. Since 1960 s, the problem of rural students dropping out of school has been attached great importance by the government and society. The second chapter analyzes the problem of rural students dropping out of school after World War II. Compared with the cities, the reasons for dropping out of school in rural areas of the United States have their particularities. In terms of family factors, single parent families and ethnic minority families have more students, lower socioeconomic status and parents' educational level, and stronger family mobility. From the school perspective, rural schools in the United States are short of funds for running schools. Teachers are poor, education reform and rural culture conflict; from the individual factors, rural students generally have a more negative self-concept, the bad behavior is more serious; in addition, the rural areas of the United States are facing economic poverty. Lack of human resources and a series of problems. These factors pushed rural students to the brink of dropping out. The third chapter expounds the coping strategies and implications of rural students dropping out of school in the United States. After World War II, the American government and society took many measures to solve the problem of rural students dropping out of school. First of all, we should develop rural economy, optimize rural social resources, increase investment in rural education funds and support the development of rural small-scale schools. Secondly, rural schools actively carry out teacher training, strengthen contact with the community, and carry out multicultural education within the school. In addition, the U.S. government and various sectors of society have implemented a number of targeted programs and programs, such as mobile student education programs and learning vision programs. Based on the experience of the United States, the author puts forward some suggestions to solve the problem of rural students dropping out of school: the government should guarantee the education opportunities of rural disadvantaged children, adjust the layout of rural schools according to local conditions, provide students with superior social resources; Strengthen cooperation among schools, parents and communities; implement targeted education for rural students.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G571.2

【引证文献】