【摘要】：磁石學(xué)校是指以促進(jìn)種族融合為目標(biāo),擁有獨(dú)特的課程或教學(xué)方法,吸引不同學(xué)區(qū)、不同種族學(xué)生入學(xué)的一種公立學(xué)校。磁石學(xué)校的出現(xiàn)是美國(guó)教育史上的一件大事,為美國(guó)義務(wù)教育做出了重要貢獻(xiàn)。本文以"磁石學(xué)校發(fā)展歷程"為研究主線,分為緒論、四章正文及結(jié)語(yǔ)幾部分。緒論介紹了選題緣由;界定了磁石學(xué)校的概念;綜述了國(guó)內(nèi)外磁石學(xué)校的研究現(xiàn)狀。此外,還闡明了研究的重難點(diǎn)、創(chuàng)新點(diǎn)及相關(guān)研究方法。第一章磁石學(xué)校的肇始,主要研究1968-1975年磁石學(xué)校的發(fā)展情況。受到種族融合呼聲、新自由主義教育以及公立學(xué)校弊端的影響,1968年美國(guó)第一所磁石學(xué)校應(yīng)運(yùn)而生,正式開(kāi)啟了磁石學(xué)校的歷史。這時(shí)期磁石學(xué)校發(fā)展速度平緩,學(xué)校類型也以借鑒早期特色學(xué)校為主。第二章磁石學(xué)校的發(fā)展,主要研究1975-1985年磁石學(xué)校的發(fā)展情況。1975年,"摩根訴訟凱里根案"正式承認(rèn)磁石學(xué)校在促進(jìn)種族融合中的地位。1976年,磁石學(xué)校又獲得《學(xué)校緊急援助法案》的資助。之后,磁石學(xué)校便得到了快速發(fā)展。1981年美國(guó)已有138個(gè)學(xué)區(qū)開(kāi)辦了 1,019所磁石學(xué)校,吸引了 44,100名學(xué)生。這時(shí)期磁石學(xué)校還組織各種會(huì)議加強(qiáng)校際聯(lián)系,辦學(xué)進(jìn)入了相對(duì)成熟的階段。第三章磁石學(xué)校的繁榮,主要研究1985-2002年磁石學(xué)校的發(fā)展情況。1985年《磁石學(xué)校輔助計(jì)劃》成為第一個(gè)以"磁石學(xué)校"命名的專項(xiàng)法案,它提升了磁石學(xué)校的地位,刺激了磁石學(xué)校的新發(fā)展。為加強(qiáng)磁石學(xué)校管理,此階段創(chuàng)建了全國(guó)性磁石學(xué)校管理機(jī)構(gòu)——美國(guó)磁石學(xué)校協(xié)會(huì),使得磁石學(xué)校管理朝著科學(xué)化的方向發(fā)展。第四章磁石學(xué)校的調(diào)整,主要研究2002年之后磁石學(xué)校的發(fā)展情況。2002年《不讓一個(gè)兒童掉隊(duì)法案》主張"提高父母選擇權(quán)",引領(lǐng)了基礎(chǔ)教育的新方向。新世紀(jì)以來(lái),受特許學(xué)校沖擊、各州財(cái)政撥款縮減、去磁石學(xué)�；\(yùn)動(dòng)等影響,磁石學(xué)校迎來(lái)了巨大挑戰(zhàn)。為應(yīng)對(duì)挑戰(zhàn),磁石學(xué)校在國(guó)家政策、資金支持及內(nèi)部改革等方面做出了調(diào)整,以保障磁石學(xué)校在機(jī)遇與挑戰(zhàn)中不斷發(fā)展。結(jié)語(yǔ)對(duì)磁石學(xué)校發(fā)展歷程進(jìn)行了匯總。首先,總結(jié)了磁石學(xué)校的理念、數(shù)量、類型以及經(jīng)費(fèi)演變;其次,闡述了磁石學(xué)校在打破學(xué)區(qū)壁壘、促進(jìn)種族融合、提升教育質(zhì)量以及豐富擇校方式等方面的影響;最后,歸納了磁石學(xué)校的成功秘訣,為中國(guó)辦學(xué)提供了可供借鑒的國(guó)際視野。
[Abstract]:Magnet school is a kind of public school which aims at promoting racial integration and has unique courses or teaching methods to attract students from different school districts and races. The emergence of magnet schools is a major event in the history of American education and has made important contributions to compulsory education in the United States. This paper takes the development of magnet school as the main line of research, which is divided into four parts: introduction, four chapters and conclusion. The introduction introduces the reason of choosing the topic, defines the concept of magnet school, and summarizes the research status of magnet school at home and abroad. In addition, the key and difficult points, innovations and related research methods are also expounded. The first chapter is the beginning of magnet school, which mainly studies the development of magnet school from 1968 to 1975. Under the influence of racial integration, neoliberal education and the malpractice of public schools, the first magnet school in the United States came into being in 1968, which officially opened the history of magnet school. During this period, the development speed of magnet schools was slow, and the school type was also based on the early characteristic schools. The second chapter is the development of magnet schools, which mainly studies the development of magnet schools from 1975 to 1985. In 1975, the Morgan v. Calligan case officially recognized the position of magnet schools in promoting racial integration. 1976. Magnet schools are also funded by the School Emergency Assistance Act. Since then, magnet schools have grown rapidly. In 1981, 1019 magnet schools were opened in 138 school districts in the United States, attracting 44100 students. During this period, magnet schools also organized various meetings to strengthen inter-school ties, and the school entered a relatively mature stage. The third chapter is the prosperity of magnet schools, which mainly studies the development of magnet schools from 1985 to 2002. In 1985, the Magnet School Auxiliary Plan became the first special bill named after "magnet schools", which promoted the status of magnet schools. It stimulated the new development of magnet schools. In order to strengthen the management of magnet schools, a national magnet school management organization, the American Association of Magnet Schools, was established at this stage, which makes the management of magnet schools develop in a scientific direction. The fourth chapter is the adjustment of magnet schools, which mainly studies the development of magnet schools after 2002. The No Child left behind Act 2002 advocates "improving parents' choice", which leads to a new direction of basic education. Since the new century, magnet schools have ushered in great challenges under the impact of charter schools, reduced state funding, demagnetization movement and so on. In order to meet the challenges, magnet schools have made adjustments in national policy, financial support and internal reform to ensure the continuous development of magnet schools in the context of opportunities and challenges. The conclusion summarizes the development process of magnet school. First of all, it summarizes the concept, quantity, type and fund evolution of magnet school. Secondly, it expounds the influence of magnet school in breaking the barriers of school district, promoting ethnic integration, improving the quality of education and enriching the way of school choice. Finally, the secret of the success of magnet school is summarized, which provides an international vision for China to run a school.
【學(xué)位授予單位】：華東師范大學(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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