美国综合学校改革背景下公民教育研究

发布时间：2018-05-15 00:41

本文选题：美国综合学校改革 + 美国学校公民教育　；参考：《山东师范大学》2017年硕士论文

【摘要】：随着我国学校改革的多维化发展,兼顾内聚性和灵活性的改革机制逐渐被社会各界所认同。这种改革机制在公民教育领域需求尤甚,一方面基于现代公民教育内涵中涵盖政治社会化的基本功能;另一方面,具有灵活性的公民教育机制是培养公民意识级参与公共事务能力的必要条件。美国综合学校改革(CSR,The Comprehensive School Reform)正是以形成这样一套教育体制为目标,从联邦到各个学校并通过教育中介建立统筹政府与学校之间、学校与专家团队之间协作运转的联系网,并通过一系列法案确立保障体制,促进其有序运行。对美国综合学校改革机制的考察是论文的背景。论文第一章通过对改革过程的考察,揭示了综合学校改革理念和机制以及其所表现的特征。美国综合学校改革于1998年由美国联邦政府正式发起,这项改革是20世纪80年代“学校模式重建”计划的延伸和强化,并于2002年初通过签署《不让一个孩子落后法》(NCLBA,No Child Left Behind Act)等法案确立改革的法律保障。从社会背景而言,全球化趋势下日益强化的国际竞争引发了美国国内关于危机意识的思考,因而国家加强了对义务教育的干预并逐渐纳入到政府运转机制内,接受国家政策的干预和指导;在此之前的“学校模式重建”计划为这一改革运动打下了良好的模式借鉴和实践基础。在理念背景层面上,针对20世纪上半期进步主义教育思潮引发的改革运动所带来的弊端,要素主义、新进步主义等强调恢复学术标准的教育思潮在这一时期盛行;系统论、治理理论也在这一时期相继盛行并为国家教育体制的改革提供了理论性基础和方向性指导。在此基础上,论文第二章考察了综合学校改革时期学校的公民教育机制。通过对美国学校公民教育传统价值观和实现途径的历史逻辑分析,揭示了美国学校公民教育在综合学校改革机制运行下,学校公民教育发展的理念导向和模式建构。在明确美国综合学校改革机制和这一历史时期学校公民教育发展状况的基础上,第三章对学校公民教育作以批判性评述。首先通过对美国综合学校改革的结果的数据呈现,肯定了这一改革运动带来的一定成效;与此同时,通过案例和当时实际调查结果,批判性分析了在这一改革中主导的理念、机制的僵化状况以及其对学校公民教育发展的不利影响;其次,通过同其他普通学科教育多种途径的比较分析,揭示了公民教育在目标设定、教育活动内容和方式以及评估基准等方面均展现的特殊性;根据这种特殊性,着重探讨了综合学校改革对学校公民教育的更深层次影响中所体现的冲突,即倚重课业成绩的目标导向在一定程度上对学生公民意识和参与公共社会能力的培养的抑制。这一目标导向不仅从理念层面上弱化了学校公民教育的重要性,而且由于其有待完善的绩效考核和问责制度的施行造成对学校公民教育过程的不利干预。
[Abstract]:With the multidimensional development of the school reform in China, the reform mechanism of cohesion and flexibility has gradually been recognized by all circles of society. This reform mechanism is especially necessary in the field of civic education. On the one hand, it is based on the basic functions of the political socialization in the connotation of modern civic education; on the other hand, the flexible civic education mechanism is a flexible mechanism. The necessary conditions for cultivating civic consciousness to participate in public affairs. The CSR (The Comprehensive School Reform) is the connection between the cooperation between the school and the expert team, with the goal of forming such an educational system, from the Federation to various schools and through educational intermediaries. Network, and through a series of bills to establish the guarantee system to promote its orderly operation. The review of the reform mechanism of the United States comprehensive school is the background of the paper. Chapter 1 of the paper reveals the concept and mechanism of the comprehensive school reform and its characteristics through the investigation of the reform process. The United States state comprehensive school reform was made by the United States federal administration in 1998. The government officially launched the reform, which was the extension and strengthening of the "school model reconstruction" program in 1980s, and in early 2002 the legal guarantee for the reform was established by the signing of the NCLBA, No Child Left Behind Act. In the United States, the thinking of crisis awareness in the United States, therefore, the state has strengthened the intervention of compulsory education and gradually incorporated into the government operation mechanism, and accepted the intervention and guidance of the national policy; the "school mode reconstruction" plan has laid a good model reference and practice foundation for the reform movement. In view of the drawbacks brought about by the progressive education trend of the first half of the twentieth Century, the educational trend of thought, which emphasizes the restoration of academic standards, is prevalent in this period, and the theory of system and governance also prevailed in this period and provided a theoretical basis and direction for the reform of the national education system. On this basis, the second chapter of the thesis examines the civic education mechanism of the school in the period of the comprehensive school reform. Through the historical logic analysis of the traditional values and the ways of realizing the civic education in the United States, the paper reveals the concept orientation of the development of school citizenship education in the school citizenship education in the United States under the reform mechanism of the comprehensive school. Model construction. On the basis of defining the reform mechanism of the United States comprehensive school and the status of the development of the school citizenship education in this historical period, the third chapter gives a critical review of the school citizenship education. First, the results of the reform of the United States comprehensive school are presented, and the achievements of the reform movement are affirmed; at the same time, the results of the reform are confirmed. After the case and the results of the actual investigation at that time, it critically analyzes the concept leading in the reform, the rigid state of the mechanism and its adverse effects on the development of school citizenship education. Secondly, through the comparison and analysis of various ways of education in other common disciplines, it reveals the goal setting of civic education, the content and way of educational activities. According to this particularity, it focuses on the conflicts reflected in the deeper influence of the comprehensive school reform on the school citizenship education, that is, the objective of relying heavily on the achievement of the class to some extent inhibits the cultivation of students' civic awareness and participation in public social competence. The guidance not only weakens the importance of school citizenship education from the concept level, but also causes adverse intervention to the course of school citizenship education because of its outstanding performance assessment and accountability system.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G631

【参考文献】