本文選題：美國 + 農(nóng)村　； 參考：《東北師范大學(xué)》2009年碩士論文

【摘要】： 輟學(xué)問題是一個(gè)廣受關(guān)注的教育難題。學(xué)生輟學(xué)不僅阻礙其自身的發(fā)展,影響人力資源的開發(fā)和國民整體素質(zhì)的提高,也埋下了一系列社會(huì)問題的隱患。二戰(zhàn)后,尤其是20世紀(jì)60年代以后,農(nóng)村學(xué)生輟學(xué)問題在美國倍受重視。美國政府與社會(huì)各界為解決農(nóng)村學(xué)生輟學(xué)問題采取了諸多措施,取得了積極成效。與其相比,我國農(nóng)村學(xué)生的輟學(xué)問題更為突出,但政策效果有待提高。中美兩國固有其差異,但是農(nóng)村學(xué)生輟學(xué)問題仍有其相似性。因而,研究美國農(nóng)村學(xué)生輟學(xué)問題對我國具有重要的啟示意義。 本論文的主體由以下三部分構(gòu)成: 第一章,對美國農(nóng)村學(xué)生輟學(xué)問題進(jìn)行了歷史考察。在歷史上,美國農(nóng)村學(xué)生輟學(xué)現(xiàn)象早已存在,并隨著農(nóng)村教育的發(fā)展逐漸得到改善。二戰(zhàn)后,社會(huì)對教育公平的追求使美國農(nóng)村學(xué)生輟學(xué)問題的嚴(yán)重性更為突出。自20世紀(jì)60年代以來,美國農(nóng)村學(xué)生輟學(xué)問題受到政府與社會(huì)各界的高度重視。 第二章,對二戰(zhàn)后美國農(nóng)村學(xué)生輟學(xué)問題進(jìn)行了歸因分析。與城市相比,美國農(nóng)村學(xué)生的輟學(xué)原因具有其特殊性。從家庭因素來看,單親家庭、少數(shù)民族家庭的學(xué)生人數(shù)較多,社會(huì)經(jīng)濟(jì)地位與父母的受教育水平較低,家庭流動(dòng)性更強(qiáng);從學(xué)校因素看,美國農(nóng)村學(xué)校辦學(xué)經(jīng)費(fèi)緊缺,師資狀況較差,教育改革與農(nóng)村文化相互沖突;從個(gè)體因素來看,農(nóng)村學(xué)生一般持有較為消極的自我概念,不良行為更嚴(yán)重;此外,美國農(nóng)村面臨經(jīng)濟(jì)貧困、人力資源貧乏等一系列問題。這些因素將農(nóng)村學(xué)生推向了輟學(xué)的邊緣。 第三章,闡明了美國農(nóng)村學(xué)生輟學(xué)問題的應(yīng)對策略及其啟示。二戰(zhàn)后,為解決農(nóng)村學(xué)生輟學(xué)問題,美國政府和社會(huì)各界采取了諸多措施。首先,大力發(fā)展農(nóng)村經(jīng)濟(jì),優(yōu)化農(nóng)村社會(huì)資源,加大對農(nóng)村教育資金的投入,支持農(nóng)村小規(guī)模學(xué)校的發(fā)展。其次,農(nóng)村學(xué)校積極進(jìn)行教師培訓(xùn),加強(qiáng)與社區(qū)的聯(lián)系,同時(shí)在學(xué)校內(nèi)部開展多元文化教育。此外,美國政府和社會(huì)各界實(shí)施了諸多具有針對性的計(jì)劃和項(xiàng)目,如流動(dòng)學(xué)生教育計(jì)劃和學(xué)習(xí)愿景項(xiàng)目。根據(jù)美國的經(jīng)驗(yàn),筆者提出了解決我國農(nóng)村學(xué)生輟學(xué)問題的若干建議:政府應(yīng)保障農(nóng)村弱勢兒童的受教育機(jī)會(huì);因地制宜進(jìn)行農(nóng)村學(xué)校布局調(diào)整;為學(xué)生提供優(yōu)越的社會(huì)資源;加強(qiáng)學(xué)校、家長、社區(qū)間的合作;對農(nóng)村學(xué)生實(shí)施有針對性的教育。
[Abstract]:Dropping out of school is a serious educational problem. Students dropping out of school not only hinders their own development, affects the development of human resources and the improvement of the overall quality of the people, but also buries up a series of hidden dangers of social problems. After World War II, especially after the 1960s, rural students dropped out of school in the United States. The American government and all walks of life have taken many measures to solve the problem of rural students dropping out of school, and achieved positive results. Compared with it, the problem of rural students dropping out is more prominent, but the effect of the policy needs to be improved. China and the United States are inherently different, but the problem of dropping out of school in rural areas remains similar. Therefore, the study of American rural students dropping out of school is of great significance to our country. The main body of this thesis consists of the following three parts: In the first chapter, the author makes a historical investigation on the problem of rural students dropping out of school in the United States. Historically, the phenomenon of rural students dropping out of school in the United States has long existed, and has been gradually improved with the development of rural education. After World War II, the social pursuit of educational equity made the problem of rural students drop out of school more serious. Since 1960 s, the problem of rural students dropping out of school has been attached great importance by the government and society. The second chapter analyzes the problem of rural students dropping out of school after World War II. Compared with the cities, the reasons for dropping out of school in rural areas of the United States have their particularities. In terms of family factors, single parent families and ethnic minority families have more students, lower socioeconomic status and parents' educational level, and stronger family mobility. From the school perspective, rural schools in the United States are short of funds for running schools. Teachers are poor, education reform and rural culture conflict; from the individual factors, rural students generally have a more negative self-concept, the bad behavior is more serious; in addition, the rural areas of the United States are facing economic poverty. Lack of human resources and a series of problems. These factors pushed rural students to the brink of dropping out. The third chapter expounds the coping strategies and implications of rural students dropping out of school in the United States. After World War II, the American government and society took many measures to solve the problem of rural students dropping out of school. First of all, we should develop rural economy, optimize rural social resources, increase investment in rural education funds and support the development of rural small-scale schools. Secondly, rural schools actively carry out teacher training, strengthen contact with the community, and carry out multicultural education within the school. In addition, the U.S. government and various sectors of society have implemented a number of targeted programs and programs, such as mobile student education programs and learning vision programs. Based on the experience of the United States, the author puts forward some suggestions to solve the problem of rural students dropping out of school: the government should guarantee the education opportunities of rural disadvantaged children, adjust the layout of rural schools according to local conditions, provide students with superior social resources; Strengthen cooperation among schools, parents and communities; implement targeted education for rural students.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G571.2

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 樸紅月;少數(shù)民族地區(qū)學(xué)校布局調(diào)整政策執(zhí)行與影響研究[D];中央民族大學(xué);2011年

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本文編號(hào)：1889252