理想与现实：美国农村普及教育史研究

发布时间：2018-05-25 06:46

本文选题：农村教育 + 普及教育　；参考：《南京师范大学》2007年博士论文

【摘要】： 美国是世界上教育最发达的国家之一。其普及教育之所以能够超越欧洲一些发达国家而取得巨大成就，在很大程度上，是因为美国农村普及教育快速发展而奠定了重要的历史基础。美国农村普及教育发展有其深刻的社会历史根源：一方面，美国经济和社会强劲发展与教育发展相辅相成，经济社会发展成为农村教育发展的物质基础和根本动力；另一方面，受到美国传统价值观念的影响，在不同历史时期教育理想感召下美国农村普及教育发展体现了时代要求。因此，美国农村普及教育发展体现出明显的阶段性跃进特征。本论文包括三个部分：第一部分为导言。主要说明选题的意义。一方面，目前在我国对该课题还缺乏系统研究，有待进一步地进行学术探讨。另一方面，农村普及教育是当前我国基础教育发展所面临的严峻挑战和需要紧迫解决的问题，因此该研究具有一定的现实意义。第二部分为正文，分为四章。其中，第一章介绍分析了殖民地时期，来自欧洲的移民们在北美大陆开荒垦植，建立家园，随即也开始了举办学校，教育子女的事业。在殖民地农业社会中，在一定的区域或范围内一些移民们试图对全体儿童实施教育，关注社会下层劳动者子弟的教育，美国普及教育开始萌芽。第二章探讨了美国农村公共教育制度的构建过程，如联邦西部土地法与农村兴学、公立学校运动与农村宗教慈善学校转型、义务教育立法与家庭教育权的转变等。第三章考察了农村学校“城市化”改革运动。自19世纪后期美国普及教育城乡差距凸显，其核心是教育质量的差距，该问题受到社会广泛关注。农村学校“城市化”改革运动推动了美国农村普及教育由注重量的发展向“量”与“质”并重转变，从而改变了农村学校的面貌。第四章探讨了在教育机会均等价值理念下农村普及教育的取向调整。20世纪中期美国普及教育城乡差距依然显著，在传统“集中化”管理运动和科南特规模效益理论影响下，农村学区处于快速重组时期。20世纪60年代，一些教育工作者和学者开始对农村普及教育进行历史性反思。为了实现教育城乡、种族之间的平等，“教育机会均等”成为发展农村教育的核心价值取向，人们不再苛求农村学校的规模效益，而是多种办学模式并存，农村教育逐步走向多元均等发展的路径。第三部分为结语。主要探讨美国农村普及教育的发展动因、特点和对于中国农村普及教育的启示。在农村普及教育历史过程中，，美国农村有效的公共教育体系、对于处境不利儿童教育的关注和保障措施、社会资源的利用以及反思和摆脱对农村教育的认识误区等经验教训对我国发展农村教育具有启示作用。
[Abstract]:The United States is one of the most educated countries in the world. The reason why EFA can surpass some developed countries in Europe and make great achievements is that, to a great extent, it has laid an important historical foundation for the rapid development of EFA in rural America. The development of rural education for all in the United States has its profound social and historical roots: on the one hand, the strong economic and social development of the United States and the development of education complement each other, and the economic and social development becomes the material basis and fundamental driving force of the development of rural education; on the other hand, Influenced by American traditional values, the development of rural universal education in the United States reflects the requirements of the times under the influence of educational ideals in different historical periods. Therefore, the development of universal education in rural areas in the United States reflects an obvious stage of leapfrogging. This thesis includes three parts: the first part is the introduction. It mainly explains the significance of the topic. On the one hand, there is a lack of systematic research on this subject in our country at present. On the other hand, universal education in rural areas is a severe challenge to the development of basic education in our country and needs to be solved urgently, so this research has certain practical significance. The second part is divided into four chapters. The first chapter introduces and analyzes the colonial period, immigrants from Europe in North America to open wasteland, establish homes, and then began to set up schools, education of their children. In the colonial agricultural society, some immigrants tried to educate all the children in a certain area or scope, paying attention to the education of the children of the lower class, and American universal education began to sprout. The second chapter discusses the construction process of the rural public education system in the United States, such as the land law in the western part of the United States and the establishment of rural schools, the public school movement and the transformation of religious and charitable schools in rural areas, the transformation of compulsory education legislation and the right to family education, etc. Chapter three examines the reform movement of urbanization in rural schools. Since the late 19th century, the gap between urban and rural areas of universal education in the United States has become prominent, the core of which is the gap in the quality of education. The reform of "urbanization" in rural schools has promoted the development of rural education in the United States from the focus on quantity to the change of "quantity" and "quality", thus changing the appearance of rural schools. The fourth chapter discusses the orientation adjustment of rural universal education under the concept of equal educational opportunity. The gap between urban and rural areas of universal education in the middle of the 20th century in America is still significant, under the influence of traditional "centralization" management movement and Conant's scale benefit theory. The rural school district is in the period of rapid reorganization. In the 1960s, some educators and scholars began to reflect on the rural universal education. In order to realize the equality of education between urban and rural areas and ethnic groups, "equal educational opportunity" has become the core value orientation of the development of rural education. Rural education is gradually moving towards the path of pluralistic and equal development. The third part is the conclusion. This paper mainly discusses the motivation, characteristics and enlightenment of rural universal education in America. In the history of rural education for all, the effective public education system in rural areas in the United States has paid close attention to and guaranteed the education of disadvantaged children. The utilization of social resources and the experience and lessons of introspecting and getting rid of the misunderstandings of rural education have enlightening effect on the development of rural education in China.
【学位授予单位】：南京师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G571.2

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