本文選題：美國(guó)　切入點(diǎn)：《讓每個(gè)孩子成功法》　出處：《山東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：21世紀(jì),追求公平和卓越成為世界教育發(fā)展的新趨勢(shì),為了應(yīng)對(duì)全球化所帶來(lái)的競(jìng)爭(zhēng)與挑戰(zhàn),使美國(guó)學(xué)生能在21世紀(jì)的知識(shí)經(jīng)濟(jì)社會(huì)中獲得競(jìng)爭(zhēng)力,為了維持美國(guó)在國(guó)際舞臺(tái)上的經(jīng)濟(jì)大國(guó)和教育大國(guó)地位,美國(guó)勢(shì)必要在教育改革上做出回應(yīng)。2015年12月10日,美國(guó)總統(tǒng)奧巴馬簽署了《讓每個(gè)孩子成功法》�！蹲屆總�(gè)孩子成功法》一經(jīng)頒布便獲得各方的贊揚(yáng)和掌聲,被譽(yù)為“圣誕奇跡”。美國(guó)各大媒體紛紛對(duì)新法案的核心內(nèi)容及其影響展開(kāi)了熱烈的討論。新法將自2017-2018學(xué)年開(kāi)始全面生效�！蹲屆總�(gè)孩子成功法》是頒布了50年之久的《初等和中等教育法》的最新授權(quán)�！冻醯群椭械冉逃ā繁灰暈楣駲�(quán)利法案的寶貴遺產(chǎn),致力于彌合教育差距,促進(jìn)教育公平,提高基礎(chǔ)教育質(zhì)量。它的上一次再授權(quán)是《不讓一個(gè)孩子掉隊(duì)法》。作為影響新世紀(jì)美國(guó)基礎(chǔ)教育改革的重要法律,《不讓一個(gè)孩子掉隊(duì)法》在諸多方面都邁出了重要的一步。然而它并沒(méi)有從根本上改善美國(guó)基礎(chǔ)教育質(zhì)量的現(xiàn)狀,反因?qū)嵤┻^(guò)程中產(chǎn)生的諸多問(wèn)題而飽受詬病�！蹲屆總�(gè)孩子成功法》由此接棒,目標(biāo)并沒(méi)有改變,只是在策略上做出調(diào)整。正如奧巴馬總統(tǒng)所說(shuō)“新法案重申了最基本的美國(guó)理想,那就是每一個(gè)兒童,不管種族、收入、背景、地區(qū),都應(yīng)該有機(jī)會(huì)成就他們的生活。”新法從名稱上釋放出更加積極的信號(hào),集中于一個(gè)明確的目標(biāo),那就是讓所有學(xué)生為大學(xué)和就業(yè)成功做好準(zhǔn)備。對(duì)于新法,各州躍躍欲試,紛紛響應(yīng),積極著手展開(kāi)了法案的實(shí)施工作。然而在實(shí)施過(guò)程中,各州也不免遭遇種種挑戰(zhàn)�！蹲屆總�(gè)孩子成功法》初衷甚好,但其未來(lái)的前景及在執(zhí)行的復(fù)雜過(guò)程中對(duì)美國(guó)中小學(xué)教育改革與發(fā)展到底能夠產(chǎn)生何種影響,尚需拭目以待。另外,美國(guó)總統(tǒng)換屆是否會(huì)對(duì)新法實(shí)施產(chǎn)生影響還是未知數(shù)。本論文是對(duì)《讓每個(gè)孩子成功法》來(lái)龍去脈的集中探討。論文主體部分分為四個(gè)章節(jié)。第一章探析了《讓每個(gè)孩子成功法》的出臺(tái)背景。該部分首先闡述了美國(guó)歷屆政府對(duì)教育公平的不懈追求,然后分析了美國(guó)教育的現(xiàn)實(shí)問(wèn)題,而經(jīng)濟(jì)危機(jī)的發(fā)生成為奧巴馬大刀闊斧的進(jìn)行教育改革的切入點(diǎn)。最后指出社會(huì)各界對(duì)《不讓一個(gè)孩子掉隊(duì)法》的質(zhì)疑成為推動(dòng)《讓每個(gè)孩子成功法》出臺(tái)的導(dǎo)火索。第二章從教育評(píng)價(jià)回歸地方負(fù)責(zé)制、弱勢(shì)群體的細(xì)分和扶持、高質(zhì)量教育者的培養(yǎng)、21世紀(jì)學(xué)校的構(gòu)建和新的教育計(jì)劃如學(xué)前教育、STEM教育、公民與歷史教育等方面對(duì)《讓每個(gè)孩子成功法》的主要內(nèi)容展開(kāi)了介紹。第三章集中梳理了《讓每個(gè)孩子成功法》在各州的實(shí)施情況。新法頒布后,各州迅速成立工作小組對(duì)新法展開(kāi)研究,積極響應(yīng)相關(guān)規(guī)定,針對(duì)各州教育實(shí)際展開(kāi)規(guī)劃和行動(dòng)。然而在實(shí)施法案過(guò)程中各州也不得不應(yīng)對(duì)時(shí)間緊迫、任務(wù)艱巨、人員不足等尷尬局面。最后一章是通過(guò)分析美國(guó)教育管理中聯(lián)邦和州的權(quán)限調(diào)整、論述美國(guó)教育的工具理性以及探討美國(guó)教育系統(tǒng)的整合這三個(gè)方面對(duì)《讓每個(gè)孩子成功法》進(jìn)行反思。
[Abstract]:In twenty-first Century, the pursuit of fairness and excellence has become a new trend in the development of education, in order to cope with the competition and challenge brought by globalization, the students can gain a competitive edge in the society of knowledge economy in twenty-first Century, the United States in the international arena in order to maintain the economic power and education status of great power, the United States will respond to.2015 year in December 10th in the education reform the United States, President Obama signed the "let each child successful method for the success of every child >.< law > was published will get all the praise and applause, known as the" Christmas miracle ". In the United States have most of the new bill of core and influence discussions will be since the beginning of the 2017-2018 school year. Full force. For the success of every child is enacted law > 50 years of elementary and secondary education law > < the authorization. The elementary and secondary education law is regarded as a citizen The precious heritage of the bill of rights, is committed to bridging the gap in education, promote educational equity, improve the quality of basic education. It is the last time the authorization is "No Child Left Behind Act. As the impact of the new century important law in American basic education reform," no child left behind law in many areas have taken an important step forward. However, it did not fundamentally improve the status of the quality of basic education in the United States, many problems arising in the process of the implementation of anti criticized. Let each child successful law thus taking over, goal has not changed, just make adjustments in strategy. As president Obama said "the new bill reiterated the most basic American ideal, that is every child, regardless of race, income, background, area, should have the opportunity to achieve their life." the release from the name of a more positive signal, focus on a A clear goal, that is to let all the students prepare for college and career success. For the new law, states have responded positively to the implementation of the act commenced. However, in the implementation process, they also inevitably encounter challenges. Let every child to work very well but its original intention >, future prospects and complex in the process of execution of what can affect the reform and development of education in primary and secondary schools in the United States, still need to wait and see. In addition, the United States presidential election will affect the implementation of the new law is still unknown. This paper is focused on "let each child successfully. Sequence of events law > the main part of the thesis is divided into four chapters. Chapter of < let each child successful law > background. The first part of the American government's unremitting pursuit of the fairness of education, and then analyzes the American Education The real problem, while the economic crisis has become the starting point of education reform. Finally, Obama pointed out that the community make snap on "No Child Left Behind Act > become the question" for the success of every child law. The second chapter introduced the fuse from regression of Party education evaluation responsibility system, subdivision and vulnerable groups support, training high quality education, school construction in twenty-first Century and the new educational programs such as preschool education, STEM education, citizenship and history education and other aspects of the main content of "making the success of every child law". The third chapter introduces in combs < for the success of every child in the implementation of state law. After the promulgation of the new law, the States quickly set up a working group to study the law, actively respond to the relevant provisions of the state education planning and actual action. However, the states in the implementation process of bill or not With time, the task is arduous, staff shortage and other embarrassing situation. The last chapter is the analysis of authority of federal and state of American education management, discusses the instrumental rationality of American education and to explore the integration of the American education system of the three aspects of "let each child successful law > reflection.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G571.2

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