美国综合高中课程设置中的普职融合研究
发布时间：2018-09-01 19:37
【摘要】：中等教育既是初等教育的继续,也是高等教育的基础。中等教育分为初级中等教育和高级中等教育两个阶段。随着社会发展,对科技人才需求的不断提高,推动了教育改革的不断深化。2010年颁布的《国家中长期教育改革和发展规划纲要(2010——2020年)》中提出:在“加快普及高中阶段教育”的同时“推动普通高中多样化发展,推进培养模式多样化,满足不同潜质学生的发展需要;鼓励有条件的普通高中根据需要适当增加职业教育的教学内容;采取多种方式,为在校生和未升学毕业生提供职业教育。探索综合高中发展模式。”综合高中,作为普通教育和职业教育的综合体,开始了中等教育发展的新模式。美国作为迈出综合高中实践的先行者,经过上百年的实践,在结合本土教育实际情况下,探索出了美国特色的综合高中体系。课程则是整个教育过程的核心和灵魂,课程的设置决定综合高中教育目的的实现程度,因此笔者决定通过研究美国综合高中课程设置来了解普通教育和职业教育的融合。本研究以美国综合高中课程设置中的普职融合为研究的问题,以美国综合高中课程设置中体现普职融合发展历程为主要时间线索,以美国综合高中课程设置中普职融合的具体举措为主要内容,以从美国综合高中发展中得到的启示和经验为最终的落脚点。采用了文献分析法和比较分析法来研究美国综合高中课程中普职融合的发展。本研究一共分为五个部分进行。第一部分,绪论。包括问题的提出,研究的理论意义和实践意义,国内外研究综述,核心概念界定,研究方法以及本文的创新点和难点。第二部分,美国综合高中课程设置中普职融合的发展背景。回顾了美国综合高中发展历程中的方方面面影响因素,研究了在不同的社会和时代背景下,普职融合究竟是如何在美国综合高中课程中“存活”下来的。第三部分,美国综合高中课程设置中普职融合的制度保障。从二十世纪初的《史密斯——休斯法案》中确立了职业教育发展的重要地位,到二十世纪中期的《中等教育的基本原则》颁布,明确规定了要发展综合高中,要进行普职融合;再到二十世纪中期至二十世纪八十年代,经过了“帕金斯”系列法案推动,职业教育的对象开始扩大走向了全民职业化的道路,从二十世纪八十年代至今,经过“生计和技术教育”计划的改革,美国职业教育步入了全民广泛化阶段,职业教育地位的提高,推动了普职融合的进程。第四部分,美国综合高中课程设置中普职融合的具体举措。研究了广泛的课程类别,综合高中学生课程设置广泛多元;目前美国最流行的“三轨相交”的课程编制模式,普通轨、学术轨、职业轨三轨纵横交错,齐头并进;美国高中普遍就有学分制的计分升学方式,现如今把这种方式也运用到综合高中课程的考核中,大大提高学生学习的积极性,学分的互换,让普通教育和职业教育的关系更加融合;由于美国综合高中开设的课程广泛多元,学生心智发育不够成熟,所以在选课的时候需要稍加慎重,就推动了综合高中当中出现了新的选课模式的出现,开设了新的岗位,选课教师。第五部分,美国综合高中课程设置中的普职融合对我国的启示。笔者分析了美国综合高中课程设置普职融合的特点,同时揭示了目前中等教育大环境背景下我国综合高中发展的现状与存在的问题。最后,笔者在学习美国综合高中课程中普职融合的设置基础上立足我国实际为我国综合高中课程中普职融合的设置提出了建议。
[Abstract]:Secondary education is not only the continuation of primary education, but also the foundation of higher education. Secondary education is divided into two stages: primary secondary education and advanced secondary education. 10-2020) > put forward: in the "speed up the popularization of high school education" at the same time "to promote the diversified development of ordinary high schools, promote the diversification of training models to meet the development needs of different potential students; encourage qualified ordinary high schools to appropriate increase the teaching content of vocational education according to needs; adopt a variety of ways for students and non-students in school The comprehensive high school, as a combination of general education and vocational education, has begun a new mode of secondary education development. The United States, as a pioneer of comprehensive high school practice, has explored the characteristics of the United States after hundreds of years of practice and combined with the actual situation of local education. The curriculum is the core and soul of the whole education process. The curriculum setting determines the degree of realization of the goal of comprehensive high school education. Therefore, the author decided to study the curriculum design of comprehensive high school in the United States to understand the integration of general education and vocational education. The main clue is to reflect the development process of general vocational integration in the curriculum design of American comprehensive high schools. The main content is the specific measures of general vocational integration in the curriculum design of American comprehensive high schools. This study is divided into five parts. The first part is the introduction. It includes the questions raised, the theoretical and practical significance of the study, the research review at home and abroad, the definition of the core concepts, the research methods and the innovation and difficulties of this paper. The background of the development of the integration of general education and vocational education in the curriculum of high school in the United States is reviewed. The factors influencing the development of comprehensive high school in the United States are reviewed. How the integration of general education and vocational education survives in the curriculum of comprehensive high school in the United States under different social and historical backgrounds is studied. From the Smith-Hughes Act at the beginning of the twentieth century to the promulgation of the Basic Principles of Secondary Education in the middle of the twentieth century, it is clearly stipulated that general vocational integration should be carried out in order to develop comprehensive high schools, and then to the mid-twentieth century to the eighties of the twentieth century. The "Parkins" series of bills promote the expansion of the object of vocational education to the road of nationwide professionalization. Since the 1980s, through the reform of the "livelihood and technical education" program, American vocational education has entered the stage of nationwide popularization. The improvement of the status of vocational education has promoted the process of universal vocational integration. In this part, the author studies a wide range of curriculum types, and the curriculum of comprehensive high school students is widely diversified; the most popular "three-track intersection" curriculum model in the United States, the common track, the academic track, and the professional track are crisscrossed, moving forward side by side; American high schools generally have credits. The system of scoring is now applied to the assessment of comprehensive high school curriculum, greatly improving the enthusiasm of students to learn, credit exchange, so that the relationship between general education and vocational education more integrated; because the United States comprehensive high school curriculum is widely diversified, students'mental development is not mature enough, so the selection of courses. The fifth part is the Enlightenment of the general vocational integration in the curriculum of American comprehensive high schools to our country. The author analyzes the characteristics of the general vocational integration in the curriculum of American comprehensive high schools, and reveals the current middle schools. At last, the author puts forward some suggestions for the establishment of general vocational integration in Chinese comprehensive high school curriculum on the basis of studying the establishment of general vocational integration in American comprehensive high school curriculum.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.3
本文编号：2218145
[Abstract]:Secondary education is not only the continuation of primary education, but also the foundation of higher education. Secondary education is divided into two stages: primary secondary education and advanced secondary education. 10-2020) > put forward: in the "speed up the popularization of high school education" at the same time "to promote the diversified development of ordinary high schools, promote the diversification of training models to meet the development needs of different potential students; encourage qualified ordinary high schools to appropriate increase the teaching content of vocational education according to needs; adopt a variety of ways for students and non-students in school The comprehensive high school, as a combination of general education and vocational education, has begun a new mode of secondary education development. The United States, as a pioneer of comprehensive high school practice, has explored the characteristics of the United States after hundreds of years of practice and combined with the actual situation of local education. The curriculum is the core and soul of the whole education process. The curriculum setting determines the degree of realization of the goal of comprehensive high school education. Therefore, the author decided to study the curriculum design of comprehensive high school in the United States to understand the integration of general education and vocational education. The main clue is to reflect the development process of general vocational integration in the curriculum design of American comprehensive high schools. The main content is the specific measures of general vocational integration in the curriculum design of American comprehensive high schools. This study is divided into five parts. The first part is the introduction. It includes the questions raised, the theoretical and practical significance of the study, the research review at home and abroad, the definition of the core concepts, the research methods and the innovation and difficulties of this paper. The background of the development of the integration of general education and vocational education in the curriculum of high school in the United States is reviewed. The factors influencing the development of comprehensive high school in the United States are reviewed. How the integration of general education and vocational education survives in the curriculum of comprehensive high school in the United States under different social and historical backgrounds is studied. From the Smith-Hughes Act at the beginning of the twentieth century to the promulgation of the Basic Principles of Secondary Education in the middle of the twentieth century, it is clearly stipulated that general vocational integration should be carried out in order to develop comprehensive high schools, and then to the mid-twentieth century to the eighties of the twentieth century. The "Parkins" series of bills promote the expansion of the object of vocational education to the road of nationwide professionalization. Since the 1980s, through the reform of the "livelihood and technical education" program, American vocational education has entered the stage of nationwide popularization. The improvement of the status of vocational education has promoted the process of universal vocational integration. In this part, the author studies a wide range of curriculum types, and the curriculum of comprehensive high school students is widely diversified; the most popular "three-track intersection" curriculum model in the United States, the common track, the academic track, and the professional track are crisscrossed, moving forward side by side; American high schools generally have credits. The system of scoring is now applied to the assessment of comprehensive high school curriculum, greatly improving the enthusiasm of students to learn, credit exchange, so that the relationship between general education and vocational education more integrated; because the United States comprehensive high school curriculum is widely diversified, students'mental development is not mature enough, so the selection of courses. The fifth part is the Enlightenment of the general vocational integration in the curriculum of American comprehensive high schools to our country. The author analyzes the characteristics of the general vocational integration in the curriculum of American comprehensive high schools, and reveals the current middle schools. At last, the author puts forward some suggestions for the establishment of general vocational integration in Chinese comprehensive high school curriculum on the basis of studying the establishment of general vocational integration in American comprehensive high school curriculum.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.3
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