本文選題：全球化 + 美國學校教育��； 參考：《南京師范大學》2014年博士論文

【摘要】：全球化就其本質(zhì)而言,雖然發(fā)端于經(jīng)濟活動,但它更具有影響力的是對世界政治、文化和意識形態(tài)的擴散、傳播功能。因此,全球化對世界各國而言決不是一種價值中立的理論和發(fā)展趨勢。各國經(jīng)濟在經(jīng)歷著深刻變化的同時,也都注視著意識形態(tài)領域的發(fā)展,尤其近年來通過加強意識形態(tài)教育進行的社會控制逐漸得到世界各國的重視,成為教育理論和實踐研究者日益關注的課題。 本文采用比較法、文獻法與個案研究方法,在對美國學校教育中的意識形態(tài)研究的理論與實踐意義的基礎上,以全球化以來美國學校教育意識形態(tài)的歷史傳承、爭論焦點、教育實踐、問題與實質(zhì)為線索,期望能夠從中揭示出在新的時代挑戰(zhàn)面前,美國學校意識形態(tài)教育的應對策略,嘗試分析意識形態(tài)教育的共性和個性關系,并對中國意識形態(tài)教育的借鑒意義。 美國一直處于世界發(fā)展的最前沿。在全球化時代,美國社會發(fā)展依然獨領風騷。其成功的經(jīng)驗是世界各國競相學習的榜樣。雖然美國沒有狹義上所謂的“意識形態(tài)教育”課程,但無論從美國教育的發(fā)展歷史、學校教育、社會文化等方面都顯示出其獨特的意識形態(tài)影響。美國教育中客觀存在著廣義的意識形態(tài)教育,這是不爭的事實。本研究中的“意識形態(tài)”既是作為一種“教育方法”、“教育手段”,其本身也是教育的內(nèi)容。本研究中的“意識形態(tài)教育”是指廣泛存在于美國教育中的社會文化觀念的教育,涉及思想觀念、價值觀念、道德觀念、文化觀念、政治觀念等不同方面的學校教育。 從美國意識形態(tài)教育的歷史傳承看,美國一直貫穿著對“美國精神”的傳承,歷經(jīng)宗教教育、道德教育、公民教育及三者的有機融合,學校教育對“美國夢”的追求與公民教育一脈相承,公立學校運動中加強了世俗教育,平等的教育理念逐漸被人們所接受,但作為教育“機會”的平等和教育“結(jié)果”的平等之間總存在一條不可逾越的鴻溝。美國社會的“白人至上論”和“例外論”引發(fā)了持續(xù)的種族問題,與“民主”意識形態(tài)背道而馳。在進步主義運動中,聯(lián)邦政府加大了對教育的投入力度,賦予更多人更多的機會進入公立學校,美國成為世界頭號大國,“美國精神”也借助于全球化浪潮得以散布與傳播。 從美國教育中的意識形態(tài)的爭論焦點看,全球化以來,美國的教育改革中充斥著對教育質(zhì)量的關注,因此帶來了對教育產(chǎn)出“量化”的意識形態(tài)爭論；學校教育政策制定中一直存在著民主黨和共和黨的不同教育立場,對教育目的的“私人”和“公共”性質(zhì)的爭論；教育理念中的“進步主義”和“保守主義”的意識形態(tài)爭論；“工業(yè)社會”和“知識社會”對人才培養(yǎng)模式的意識形態(tài)爭論,以及后現(xiàn)代主義、新自由主義和第三條道路主義對學校教育的影響和爭論。 從美國學校意識形態(tài)教育實踐看,美國聯(lián)邦政府逐漸獲得了教育控制權,在資金和課程上都加大管理力度；美國教師的意識形態(tài)具有“一致性”和“差異性’的特點,教師特定的政治文化傾向以及教師觀點的政治立場和教師培養(yǎng)過程中的“新”意識形態(tài)元素都對美國的意識形態(tài)教育產(chǎn)生了一定的社會影響；在學校意識形態(tài)教育實踐上,有促進學生“民主意識”的教育哲學,開發(fā)基于教室空間的意識形態(tài)教育模式,培養(yǎng)學生具有“客觀”精神的意識形態(tài)教育立場,培育學生政治“參與效能”的意識形態(tài)教育目的。最后,家庭、社區(qū)和宗教對學生的意識形態(tài)教育都產(chǎn)生重要影響。 從意識形態(tài)教育的問題與實質(zhì)上看,美國地方的教育管理權在學�！罢稀焙汀皳裥！边\動中逐漸失去控制力；從意識形態(tài)教育的結(jié)果看,美國教育中的“機會平等”并沒有實現(xiàn),學校的民主理念在面對多元文化的沖擊時也無能為力,高等教育的“產(chǎn)業(yè)化”意識形態(tài)也面臨著兩難困境,在追求“利益最大化”與實現(xiàn)“公共善”之間存在著根本沖突。但無論怎樣,為了國家利益,美國人矢志不渝地推行本國的意識形態(tài)教育,在全球化浪潮中,積極推行“文化霸權”。 在此基礎上,本文認為,美國不僅存在意識形態(tài)教育,而且其教育手段和方法要更加隱蔽,美國學生更是在潛移默化中接受了美國的主流意識形態(tài)。美國本身就是一個多重矛盾的復合體,粘合美國社會種種矛盾的正是以“美國精神”為代表的主流意識形態(tài)；另外,意識形態(tài)教育具有傳播社會主流價值觀、增強社會認知一致性的功能。無論社會制度如何,各國政府都會或明或暗地加強本國的意識形態(tài)教育。雖然中美社會制度、價值觀念、文化傳統(tǒng)等方面差異巨大,但作為全球化社會中的共同參與者和推動者,客觀、全面地考察美國的意識形態(tài)教育,能夠作為“他山之石”。中國作為社會主義國家,在意識形態(tài)教育的進程中也出現(xiàn)過波折,對于學校的意識形態(tài)教育也存在諸多問題,面臨全球化時代價值多元化的挑戰(zhàn)。因此,一方面我們需要借鑒美國的意識形態(tài)教育中的好的做法,把握教育的“隱性”與“顯性”方法相結(jié)合,培養(yǎng)學生的民主協(xié)商精神,積極探索意識形態(tài)教育的多元化實踐路徑；另一方面也要堅定馬克思主義的指導思想地位,做到既“放眼全球”又“立場堅定”。
[Abstract]:Globalization is in its essence , although it is economic activity , it has more influence on the spread and spread of world politics , culture and ideology . Therefore , globalization is in no way a value - neutral theory and development trend for all countries of the world .

Based on comparative method , literature method and case study method , based on the theoretical and practical significance of ideological research in American school education , this paper tries to reveal the policy of ideological education in American schools in the face of the challenge of the new era , to try to analyze the commonness and personality relation of ideological education , and to draw lessons from China ' s ideological education .

The United States has been at the forefront of the world ' s development . In the age of globalization , the American social development is still exclusive . The successful experience is the example of the world ' s competitive learning . Although the United States has no narrow sense of the so - called " ideological education " course , the " ideology " in the study refers to the education of the social and cultural idea which exists widely in American education , and involves the school education in different aspects such as ideas , values , moral values , cultural concepts and political ideas .

From the history of ideological education in the United States , the United States has been through the inheritance of the spirit of the United States , through religious education , moral education , civic education and the organic integration of the three . In the campaign of progressivism , the federal government has strengthened secular education , and the equal educational concept has gradually been accepted . In the movement of progressivism , the federal government has increased its input to education and has given more opportunities to public schools . The United States has become the world ' s largest country , and the spirit of the United States is spread and disseminated by means of the tide of globalization .

From the point of contention of ideology in American education , since globalization , American educational reform is full of attention to the quality of education , which brings about ideological debate about " quantification " of education output ;
The different educational positions of the Democratic Party and the Republican Party , the " private " and " public " nature of the educational purpose have always been debated in the development of the school education policy ;
The ideological debate of " progressivism " and " conservatism " in educational concept ;
" Industrial society " and " knowledge society " ideological debate about talent training mode , as well as the influence and argument of post - modernism , neo - liberalism and third road doctrine on school education .

From the ideological education practice of American schools , the American Federal Government has gradually gained control of education , and has strengthened its management in funds and courses ;
American teachers ' ideology has the characteristics of " consistency " and " difference " , and the special political and cultural tendency of teachers as well as the political positions of teachers ' opinions and the " new " ideology elements in the process of teacher training have a certain social impact on ideological education in the United States ;
In the practice of ideological education in school , there are educational philosophy to promote students ' democratic consciousness ' , develop ideology education model based on classroom space , cultivate students ' ideological education position with objective spirit , cultivate students ' ideological education aim of " participation efficiency " . Finally , family , community and religion have important influence on ideological education of students .

From the perspective of ideological education , the educational administration right in the United States has gradually lost control in school " integration " and " selective school " movement ;
From the result of ideological education , the " equal opportunity " in American education is not realized , the democratic idea of the school is not able to do so when facing the impact of multi - culture , the " industrialization " ideology of higher education faces the fundamental conflict between the pursuit of " maximization of interest " and the realization of " public good " . However , for the sake of national interest , the American people will pursue their own ideological education and actively pursue " cultural hegemony " in the tide of globalization .

On the basis of this , the author holds that the United States not only has ideological education , but also its educational means and methods are more hidden , and American students have accepted the mainstream ideology of the United States in the subtle movement . The United States itself is a multi - contradiction complex , which is the mainstream ideology represented by " American spirit " .
In addition , ideological education has the function of spreading the mainstream values of society and enhancing the consistency of social cognition .
On the other hand , the guiding ideology of Marxism should also be determined , which is both " global " and " standing firm " .

【學位授予單位】：南京師范大學
【學位級別】：博士
【學位授予年份】：2014
【分類號】：G41
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本文編號：1890851