民主化的进程：英国中等教育改革研究（1868-1944）

发布时间：2018-04-03 05:03

本文选题：英国中等教育　切入点：民主化　出处：《江苏大学》2017年硕士论文

【摘要】：1868至1944年英国中等教育改革是英国实现教育民主化的重要组成部分,其纷繁复杂的变革过程是英国社会发展的缩影,对我国教育改革具有一定的借鉴意义。本文选取1868至1944年为研究时段,探究这一时期中等教育改革的原因、过程、成败经验以及影响。本文主要围绕两条线索展开:一条是英国中等教育改革的具体过程,对中等教育改革的背景、措施、成效进行分析,梳理英国公立中等教育制度建立和中学内部体系完善的过程;另一条是以中等教育理念变革为基石,从英国教育传统出发,分析中等教育改革的民主化体现,探索英国中等教育民主化的具体内涵以及发展趋势。两条线索互相交织,以期能够凸显1868至1944年中等教育改革的独特性及复杂性。正文共分为四部分内容。第一部分为改革动因的分析,推动19世纪下半叶中等教育改革的主要因素有阶级力量、思想浪潮以及中等教育自身发展的缺陷。工业革命后迅速崛起的中产阶级希望通过接受中等教育跻身于上流社会,形成属于自己阶层的教育体系。伴随着教育世俗化、科学教育思想的兴起,中产阶级开始批判中等教育中民主的缺失,呼吁建立新的教育体制。同时,普通文法中学与公学中学生数量的锐减、家长的不满以及课程设置不合理的问题也显示出此时的中等教育并不能满足社会发展的需求。第二、三部分以1902年为时间断点,分析了中等教育改革的两个阶段:公立中等教育的创立和中学内部体系的完善。至二战前,中等教育改革主要实现了两大目标:一是中等教育被正式纳入国民教育体系中,并与小学教育区分开,初步形成小学、中学、大学阶梯式教育发展模式;二是完成学校重组,国家根据不同的教育目标先后建立形式多样的中学,对中学内部的课程、考试以及教师培训等方面进行了初步的改革,且以立法形式确保中学三分制的实行。二战前的中等教育改革不仅是英国首次全方面思考教育问题的体现,同时也是迈入教育民主化的关键步伐。第四部分评价了英国中等教育改革的成功以及失败之处。改革审视了教育中国家与个人发展的关系,通过扩大中等教育范围、改变教育管理结构、增强主体意识来让中等教育发挥社会功能。同时还主张多样化、适应性、弹性化的教育选择方式,融合英国教育传统推动英国教育迈向自由、民主。这一阶段的优秀成果为二战后英国中等教育的发展奠定了基础。但是英国教育传统中的保守主义、自由主义也在一定程度上阻碍了中等教育的发展,中等教育本身的政治性、中学发展的失衡以及教育权力的分配问题都直接影响着今后民主化道路的发展。因此在结语中,笔者将从分析和回顾英国中等教育改革的历史出发探讨英国民族特性对于英国中等教育发展的重要影响,丰富英国教育民主化的内涵,共享历史的遗产。
[Abstract]:The reform of British secondary education from 1868 to 1944 is an important part of the democratization of education in Britain. Its complicated reform process is the epitome of the development of the British society, and it has certain reference significance for the educational reform of our country.This article selects 1868 ~ 1944 as the research period, explores the reason, process, success or failure experience and influence of the secondary education reform in this period.This paper focuses on two clues: one is the concrete process of British secondary education reform, the background, measures and effectiveness of secondary education reform are analyzed.Combing the process of the establishment of the public secondary education system and the improvement of the internal system of the middle school in Britain, the other is the analysis of the democratization embodiment of the secondary education reform, which is based on the reform of the concept of secondary education and the educational tradition of the United Kingdom.To explore the concrete connotation and development trend of the democratization of British secondary education.The two clues are intertwined to highlight the uniqueness and complexity of the 1868-1944 secondary education reform.The text is divided into four parts.The first part is the analysis of the motivation of the reform. The main factors to promote the reform of secondary education in the second half of the 19th century are class power, ideological wave and the defects of the development of secondary education itself.The rapidly rising middle class after the Industrial Revolution hopes to join the upper class through secondary education and form its own educational system.With the secularization of education and the rise of scientific educational thought, the middle class began to criticize the lack of democracy in secondary education and called for the establishment of a new educational system.At the same time the number of middle school students in general grammar schools and public schools the dissatisfaction of parents and the unreasonable curriculum also show that the secondary education can not meet the needs of social development.Second, three parts take 1902 as the time break point, analyzed the two stages of the secondary education reform: the establishment of the public secondary education and the perfection of the internal system of the middle school.Before World War II, the reform of secondary education mainly achieved two goals: first, secondary education was formally incorporated into the national education system, and separated from primary education, forming a primary, secondary and university education development model;Second, to complete the reorganization of schools, the state has successively established various secondary schools according to different educational objectives, and has carried out preliminary reforms in the internal curriculum, examinations and teacher training of middle schools.And legislation to ensure the implementation of the three-point system.The reform of secondary education before World War II is not only the embodiment of the first all-around thinking about education in England, but also the key step to the democratization of education.The fourth part evaluates the success and failure of British secondary education reform.The reform examines the relationship between state and individual development in education, and makes secondary education play a social role by expanding the scope of secondary education, changing the educational management structure, and strengthening the consciousness of subject.At the same time, it advocates diversified, adaptable and flexible educational choices, and combines the British educational tradition to promote Britain's education towards freedom and democracy.The excellent results of this stage laid the foundation for the development of English secondary education after World War II.But the conservatism and liberalism in the British educational tradition, to some extent, also hindered the development of secondary education, the political nature of secondary education itself.The imbalance of secondary school development and the distribution of educational power directly affect the development of democratization in the future.Therefore, in the conclusion, the author will analyze and review the history of British secondary education reform, discuss the important influence of British national characteristics on the development of British secondary education, enrich the connotation of the democratization of British education, and share the historical heritage.
【学位授予单位】：江苏大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G639.561

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