英国整合式资优教育模式研究
本文关键词: 资优教育 英国 整合式 出处:《华东师范大学》2013年硕士论文 论文类型:学位论文
【摘要】:随着全球化不断发展,国际竞争日益激烈。在知识经济时代,竞争的核心转变为科技和人才的竞争,发展资优教育有着更加重要的意义,在世界范围正逐渐受到更高的重视,并形成了不同的资优教育模式。在全纳教育思潮的影响下,整合式资优教育模式日益受到人们的关注,该模式以英国英格兰、威尔士地区发展起来的资优教育模式为代表。本论文基于此对英国整合式资优教育模式进行研究。 本文共分四章,第一章简要说明我国以及世界范围的资优教育现状,提出进行资优教育研究的重大意义。通过对该领域的研究文献进行总结归纳,笔者发现尽管资优教育领域文献不少,但是对英国独具特色的模式的研究相对较少,已有中文文献以介绍或描述为主。第二章梳理了英国资优教育的发展脉络,发现英国资优教育的发展长期受到“精英主义”的困扰,后因新工党的执政而迎来了发展的黄金时期,而今又因保守党重新执政而陷入低潮。第三章从不同方面剖析英国资优教育模式。首先分析了其理论基础和发展目标该模式以第三条道路思想、全纳教育思想、多元智能理论、个性化教学为理论基础,以教育公平、教育卓越、社会包容等为目标。而后对资优生的评鉴标准和手段以及资优教育的组织和相关国家项目进行阐述,同时对模式系统中的关键组织和关键角色进行分析。第四章根据已有的相关研究归纳并分析英国资优教育模式取得成就以及遇到的问题。虽然难以有充足严谨的证据证明因为采取整合的方式而使得资优生的成绩得到提高,但是有证据可以证明国家推行的政策和项目促进了资优生的学业、自信心的提高,对弱势家庭资优生而言更是提高了学业抱负。英国资优教育政策向弱势家庭资优生的倾斜也促进了教育公平。另一方面,英国资优教育模式也存在一些问题,主要是:理论定义与操作定义存在背离;国家资优项目连续性受到政治影响;整合式资优教育模式的效率受到质疑;英国文化对资优教育的抵抗心理还没有被化解。
[Abstract]:With the continuous development of globalization, the international competition is becoming increasingly fierce. In the era of knowledge economy, the core of competition is changing into the competition of science, technology and talents. The development of gifted education has more significance and is gradually receiving more attention in the world. Under the influence of inclusive education trend, the integrated gifted education model has been paid more and more attention to by people in England. The gifted education model developed in Wales is the representative of this paper, based on which the integrated gifted education model in Britain is studied. This paper is divided into four chapters. The first chapter briefly describes the current situation of gifted education in China and the world, and puts forward the great significance of the research on gifted education. The author finds that although there are many literatures in the field of gifted education, there are relatively few studies on the unique patterns of British education, and the Chinese literature is mainly about introduction or description. Chapter two combs the development of gifted education in Britain. It is found that the development of gifted education in Britain has been troubled by "elitism" for a long time, and then ushered in a golden period of development because of the New Labour Party's rule. The third chapter analyzes the British gifted education model from different aspects. First, it analyzes its theoretical basis and development goal. The model is based on the third way thought, inclusive education thought, multiple intelligences theory, the third way thought, the inclusive education thought, the multiple intelligence theory, the third way thought, the all-inclusive education thought, the multiple intelligences theory. Individualized teaching is the theoretical basis, and aims at educational fairness, educational excellence, social inclusion, etc. Then, the evaluation standards and means of gifted students, the organization of gifted education and relevant national projects are expounded. At the same time, it analyzes the key organizations and key roles in the pattern system. Chapter 4th summarizes and analyzes the achievements and problems of the UK's gifted education model based on existing relevant research. Although it is difficult to have sufficient rigorous. The evidence shows that by adopting an integrated approach, the performance of gifted students has been improved. However, there is evidence that the policies and programs implemented by the state have promoted the education and self-confidence of gifted students. For disadvantaged family gifted students, the academic ambition is even higher. The British gifted education policy has also promoted education fairness. On the other hand, there are also some problems in the British gifted education model. The main results are as follows: the theoretical definition deviates from the operational definition; the continuity of national gifted projects is affected by politics; the efficiency of the integrated gifted education model is questioned; and the resistance of British culture to gifted education has not been resolved.
【学位授予单位】:华东师范大学
【学位级别】:硕士
【学位授予年份】:2013
【分类号】:G556.1
【共引文献】
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