本文選題：美國 + 家長參與政策　； 參考：《外國中小學(xué)教育》2017年05期

【摘要】：20世紀60年代至今,美國家長參與政策致力于將家長參與學(xué)校教育涵蓋所有家庭�；趯W(xué)校教育與經(jīng)濟成功關(guān)系框架的家長參與政策已經(jīng)將家庭視為一種工具,而非獨立的教育系統(tǒng)。政策以學(xué)業(yè)成績?yōu)槠瘘c,通過確立家長問責(zé)框架、建構(gòu)家長參與能力以及家長參與方式建模和普及化等路徑,不斷將家長參與學(xué)校教育作為一種"好的兒童養(yǎng)育"予以強化,以此促使家長"專業(yè)地"履行養(yǎng)育職責(zé)。在政策框架下,兒童養(yǎng)育的內(nèi)涵被"學(xué)�；�",家長與兒童之間的關(guān)系被"對象化",這意味著家校合作時代背景下的一種家校關(guān)系扭曲。
[Abstract]:Since the 1960 s, parental participation policy in the United States has sought to include parents in school education for all families. Parental participation policies based on the framework of the relationship between school education and economic success have seen the family as a tool rather than an independent education system. Taking academic achievement as the starting point, the policy continuously strengthens the participation of parents in school as a "good parenting" by establishing a parental accountability framework, building the path of parental participation ability, and modeling and popularizing parental participation. In this way, parents are encouraged to perform their parenting duties "professionally". Under the framework of policy, the connotation of child rearing is "schoolized", and the relationship between parents and children is "objectified", which means that a kind of home-school relationship is distorted under the background of home-school cooperation era.
【作者單位】： 東北師范大學(xué)國際與比較教育研究所;
【分類號】：G459;G571.2

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1 涂元玲;;一個西北村莊傳統(tǒng)兒童養(yǎng)育活動的教育人類學(xué)研究[J];湖南師范大學(xué)教育科學(xué)學(xué)報;2010年05期

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