本文選題：《每一個(gè)學(xué)生成功法》　切入點(diǎn)：教育改革　出處：《吉林大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：2015年美國(guó)聯(lián)邦政府出臺(tái)的《每一個(gè)學(xué)生成功法》(Every Student Succeeds Act,簡(jiǎn)稱ESSA)是對(duì)1965年出臺(tái)的《初等和中等教育法》(Elementary and Secondary Education Act,簡(jiǎn)稱ESEA)的繼承和發(fā)展,是美國(guó)政府依據(jù)國(guó)內(nèi)、國(guó)際形勢(shì)對(duì)美國(guó)教育的重新調(diào)整。《初等和中等教育法》自頒布,經(jīng)過(guò)多次修訂,其中影響最深遠(yuǎn)的一次修訂是2001年頒布的《不讓一個(gè)學(xué)生掉隊(duì)法》(No Child Left Behind Act,簡(jiǎn)稱NCLB)。NCLB出臺(tái)的目的是為了提高學(xué)生學(xué)術(shù)水平,給學(xué)生提供更加公平的教育。NCLB在其實(shí)施的10多年里,一定程度上改善了美國(guó)的教育質(zhì)量,但是隨著時(shí)間的推移,這部以“標(biāo)準(zhǔn)化考試”和“統(tǒng)一績(jī)效問(wèn)責(zé)”為主要特點(diǎn)的法案在實(shí)施過(guò)程中產(chǎn)生的負(fù)面影響,遭遇美國(guó)社會(huì)各界的質(zhì)疑,美國(guó)民眾再次呼吁美國(guó)政府重新修訂法案。為了徹底解決NCLB暴露出來(lái)的問(wèn)題,響應(yīng)民眾的需求,奧巴馬政府決定頒布《每一個(gè)學(xué)生成功法》�！睹恳粋�(gè)學(xué)生成功法》堅(jiān)持“為大學(xué)生活和職業(yè)生涯做準(zhǔn)備”的價(jià)值追求,力圖通過(guò)政策改革實(shí)現(xiàn)其預(yù)期目標(biāo):第一,建立科學(xué)、前沿的學(xué)業(yè)評(píng)估體系,提高國(guó)民教育質(zhì)量;第二,努力實(shí)現(xiàn)截至2020年,美國(guó)高等教育質(zhì)量有所提高,美國(guó)高中畢業(yè)生數(shù)量居于世界領(lǐng)先水平;第三,為全國(guó)所有學(xué)生提供完整且具有競(jìng)爭(zhēng)力的終身教育體系;第四,確保所有學(xué)生接受高水平教育,為將來(lái)升學(xué)和職業(yè)生涯做充分準(zhǔn)備;第五,為各地區(qū)校長(zhǎng)、教師提供專業(yè)服務(wù),實(shí)現(xiàn)校長(zhǎng)、教師的專業(yè)化和創(chuàng)新性發(fā)展;第六,為貧困學(xué)生、少數(shù)族裔學(xué)生提供豐富的教育資源,實(shí)現(xiàn)教育公平。奧巴馬政府此次授權(quán),體現(xiàn)了美國(guó)聯(lián)邦政府試圖通過(guò)教育政策的完善,推進(jìn)本國(guó)教育的發(fā)展。目前,我國(guó)教育發(fā)展存在著諸多亟需解決的問(wèn)題,美國(guó)的教育水平處于世界的一流,深入的分析美國(guó)教育改革的價(jià)值追求,有利于我們洞察世界教育改革趨勢(shì),為我國(guó)教育改革提供啟發(fā)。本研究共分為五個(gè)部分。第一部分主要論述本文的選題背景,分析了國(guó)內(nèi)外學(xué)者對(duì)法案研究的狀況,并且淺述了本研究的重點(diǎn)和難點(diǎn)。第二部分論述了法案歷史發(fā)展過(guò)程以及出臺(tái)的現(xiàn)實(shí)訴求。第三部分對(duì)法案的基本內(nèi)容和主要內(nèi)容進(jìn)行了介紹,歸納法案主要條款,并對(duì)法案的特征進(jìn)行總結(jié),指出,首先新法案完善了問(wèn)責(zé)制:問(wèn)責(zé)主體由中央轉(zhuǎn)向地方、問(wèn)責(zé)方式由標(biāo)準(zhǔn)化轉(zhuǎn)向靈活化、問(wèn)責(zé)指標(biāo)由單一轉(zhuǎn)變?yōu)槎鄻?其次,創(chuàng)新使用評(píng)估標(biāo)準(zhǔn),實(shí)施對(duì)學(xué)生多方面考核評(píng)估;再次,取消了對(duì)教師的硬性要求,取消實(shí)施與學(xué)生成績(jī)直接掛鉤的教師評(píng)估體系;最后,教育理念不斷優(yōu)化,更加關(guān)注教育公平。第四部分是基于第二、三部分的分析,結(jié)合我國(guó)實(shí)際情況,為我國(guó)當(dāng)今教育改革提出建議。第五部分,對(duì)本研究進(jìn)行了總結(jié)。
[Abstract]:In 2015, the Federal Government of the United States issued the every Student Succeeds Act (ESSAA), which inherits and develops the Elementary and Secondary Education Act (ESSAT), which was promulgated in 1965, and is the basis of the US government. The international situation has readjusted education in the United States. The Primary and Secondary Education Act has since been promulgated and has been revised many times. One of the most far-reaching amendments was the No Child Left Behind Act, enacted in 2001, which was designed to improve students' academic standards and provide students with a more equitable education. NCLB has been in effect for more than a decade. Some improvements have been made in the quality of education in the United States, but over time, the bill, which is characterized by "standardized tests" and "uniform performance accountability," has had a negative impact on the implementation process. Faced with skepticism from all walks of life in the United States, the American people once again called on the United States Government to revise the bill. In order to completely solve the problems exposed by the NCLB and respond to the needs of the public, The Obama administration has decided to enact the "every Student success Act." the "every student success Act" adheres to the value of "preparing for college life and career," trying to achieve its desired goals through policy reform: first, to establish science. The forefront of academic evaluation system to improve the quality of national education; second, efforts to achieve by 2020, the quality of higher education in the United States has improved, the number of American high school graduates in the world's leading level; third, Provide a comprehensive and competitive life-long education system for all students throughout the country; 4th, ensure that all students receive a high level of education and are fully prepared for their future studies and careers; 5th, provide professional services to regional principals and teachers, To achieve professional and innovative development of principals and teachers; 6th, to provide rich educational resources for poor students and minority students, and to achieve educational equity. The United States federal government is trying to promote the development of education in our country through the improvement of educational policy. At present, there are many problems that need to be solved in the development of education in our country, and the level of education in the United States is in the first class in the world. An in-depth analysis of the value pursuit of American education reform is conducive to our insight into the trend of education reform in the world and to providing inspiration for China's educational reform. This study is divided into five parts. The first part mainly discusses the background of this thesis. The current situation of domestic and foreign scholars' research on the bill is analyzed. The second part discusses the historical development process of the bill and its realistic demands. The third part introduces the basic content and main content of the bill, and summarizes the main provisions of the bill. After summarizing the characteristics of the bill, it is pointed out that the new law improves the accountability system: the accountability subject changes from the central government to the local government, the accountability mode changes from standardization to flexibility, and the accountability index changes from a single to a variety; secondly, Innovative use of evaluation criteria, the implementation of multi-dimensional assessment of students; third, the abolition of mandatory requirements for teachers, the implementation of the teacher evaluation system directly linked to student performance; finally, the concept of education continues to optimize, Part 4th is based on the analysis of the second and third parts, combined with the actual situation of our country, and puts forward some suggestions for the educational reform of our country. 5th, this research is summarized.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G571.2

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 柯森,鄭燕芳;美國(guó)NCLB法案的實(shí)施:問(wèn)題與對(duì)策[J];現(xiàn)代教育論叢;2005年02期

2 朱瑞剛,李素敏;美國(guó)NCLB中規(guī)定的額外教育服務(wù)[J];外國(guó)教育研究;2005年02期

3 曾國(guó)華;;美聯(lián)邦三天內(nèi)三項(xiàng)新舉措?yún)f(xié)助NCLB法[J];世界教育信息;2006年10期

4 許文佩;;NCLB下美國(guó)教育問(wèn)責(zé)制新發(fā)展述評(píng)[J];科教文匯(中旬刊);2009年02期

5 許瀚月;;美國(guó)NCLB主旨實(shí)現(xiàn)過(guò)程中的問(wèn)題及對(duì)策[J];太原大學(xué)學(xué)報(bào);2009年03期

6 Pete Hall;吳秉健;;美國(guó)校長(zhǎng)對(duì)NCLB教育法案的反思[J];信息技術(shù)教育;2006年04期

7 謝婧;;美國(guó)賓夕法尼亞州NCLB法案實(shí)施的案例[J];現(xiàn)代教學(xué);2009年12期

8 閻光才;NCLB與布什政府的教育政策傾向[J];外國(guó)教育研究;2002年08期

9 陳崢,高巍,鄭波;回顧與調(diào)整——美國(guó)“不讓一個(gè)兒童落伍”(NCLB)法令的現(xiàn)狀[J];湖南師范大學(xué)教育科學(xué)學(xué)報(bào);2004年06期

10 王娟涓;NCLB法案對(duì)美國(guó)農(nóng)村學(xué)校提出的挑戰(zhàn)[J];外國(guó)中小學(xué)教育;2004年05期

相關(guān)重要報(bào)紙文章 前1條

1 顯舟譯自《基督教科學(xué)箴言報(bào)》;美國(guó)教師用歌聲抵制應(yīng)試教育[N];音樂(lè)周報(bào);2005年

相關(guān)碩士學(xué)位論文 前7條

1 李小寶;美國(guó)《不讓一個(gè)孩子掉隊(duì)法案》（NCLB）的實(shí)施過(guò)程探析[D];沈陽(yáng)師范大學(xué);2011年

2 鐘緯;美國(guó)NCLB法案靈活權(quán)的作用及成因分析[D];華南師范大學(xué);2007年

3 傅明;“NCLB法案”：與美國(guó)傳統(tǒng)文化價(jià)值體系的悖論[D];四川外語(yǔ)學(xué)院;2010年

4 鄭星星;美國(guó)NCLB下的教育績(jī)效責(zé)任研究[D];四川師范大學(xué);2011年

5 張紅蕾;美國(guó)《不讓一個(gè)孩子掉隊(duì)法》實(shí)施狀況研究[D];河北大學(xué);2014年

6 馬移;淺析布什總統(tǒng)的教育改革[D];四川外國(guó)語(yǔ)大學(xué);2013年

7 古冬梅;美國(guó)教育政策解讀[D];福建師范大學(xué);2010年

，

本文編號(hào)：1572417