本文選題：英國 + 國家挑戰(zhàn)計劃��； 參考：《西南大學(xué)》2010年碩士論文

【摘要】： 在世界各國對教育質(zhì)量和教育公平日益關(guān)注的背景下,提高教育整體質(zhì)量、改進薄弱學(xué)校成為各國重要的教育戰(zhàn)略計劃之一。英國新工黨政府上臺后把教育作為推動公共事業(yè)的政策基礎(chǔ),推出的薄弱學(xué)校改進政策引人注目。2008年6月10日,英國兒童與教育大臣愛德·鮑爾斯(Ed Balls)公布了英國“國家挑戰(zhàn)計劃”,這是繼出臺“學(xué)校改進戰(zhàn)略”之后,英國政府改造薄弱學(xué)校的又一新舉措。該計劃繼承并發(fā)展了在此之前英國薄弱學(xué)校的改進策略及理念,3年總經(jīng)費達到4億英鎊,試圖改變英國教育發(fā)展不均衡的現(xiàn)狀。 本文在充分熟悉“國家挑戰(zhàn)計劃”之前的英國改造薄弱學(xué)校的政策、經(jīng)驗的基礎(chǔ)之上,對英國“國家挑戰(zhàn)計劃”出臺的背景進行深度探究,在掌握大量第一手資料的基礎(chǔ)上對該計劃的主要內(nèi)容進行了歸納,總結(jié)了其實施一年多來取得的成效并附以改造成功的學(xué)校案例,再對該計劃進行了特點分析,最后針對該計劃面臨的爭議,深入挖掘該計劃所蘊涵的對我國改造薄弱學(xué)校具有借鑒意義的因素。 文章分為五大部分： 第一部分主要探究了“國家挑戰(zhàn)計劃”出臺的背景。在世界范圍內(nèi)各國對基礎(chǔ)教育“公平而卓越”的新追求,布朗新政府繼續(xù)堅持“中間路線”的執(zhí)政理念,指出任何兒童掉隊或使兒童失敗的學(xué)校都是不能被接受的。此外,英國基礎(chǔ)教育學(xué)校質(zhì)量發(fā)展不均衡的現(xiàn)狀,則是提出該計劃的直接動因。 第二部分對“國家挑戰(zhàn)計劃”的主要內(nèi)容進行了歸納。包括設(shè)立國家挑戰(zhàn)顧問,建立信托學(xué)校和學(xué)院學(xué)校、吸引優(yōu)秀教師到“國家挑戰(zhàn)學(xué)�！比谓獭⑻岣弑∪鯇W(xué)校學(xué)生的學(xué)習(xí)信心與期望等措施。 第三部分總結(jié)了“國家挑戰(zhàn)計劃”實施一年多來取得的成效,選取了在2008-2009學(xué)年全英格蘭進步最大的學(xué)�！謇绕嫠怪袑W(xué)作為案例。 第四部分對“國家挑戰(zhàn)計劃”進行了特點分析。該計劃宏觀上政府加強對薄弱學(xué)校的扶持；中觀上有效整合社會、社區(qū)、學(xué)校等多方資源；微觀上薄弱學(xué)校針對學(xué)生特點尋求破解之法。 第五部分深入挖掘“國家挑戰(zhàn)計劃”所蘊涵的對我國改造薄弱學(xué)校的啟示,建立鑒別薄弱學(xué)校的有效指標,政府提供資金和管理技術(shù)支持,加強薄弱學(xué)校師資隊伍建設(shè),成立教育公益信托以及進行多方合作交流。
[Abstract]:In the context of increasing attention to the quality of education and fairness in education all over the world, the improvement of the overall quality of education and the improvement of the weak schools have become one of the important educational strategic plans of all countries. After the New Labour government has come to power, the policy of promoting the public service is the basis of the policy of promoting public services, and the policy of improving the weak schools is noticeable in June,.2008 10. Ed Bowers (Ed Balls), the British child and education minister, announced the British national challenge plan, another new move by the British government to reform weak schools following the "school improvement strategy". The plan has inherited and developed a strategy and concept for the improvement of weak schools in the UK before that, with a total of 400 million 3 years. The pound seeks to change the uneven development of education in the UK.
On the basis of the policy and experience of the weak schools in Britain before the "national challenge plan", this paper makes a deep exploration of the background of the "national challenge plan" in Britain. On the basis of mastering a large number of first-hand information, the main contents of the plan are summarized, and it has been summarized for more than a year. The results are attached to the successful reform of the school cases, and then the characteristics of the plan are analyzed. Finally, in view of the dispute that the plan is facing, the paper deeply excavates the implications of the plan for the weak schools in China.
The article is divided into five parts:
The first part mainly explores the background of the "national challenge plan". In the world's new pursuit of "fair and excellent" in basic education, Brown's new government continues to adhere to the concept of "middle line", and points out that any school that children are left behind or to make children fail is unacceptable. In addition, British Basic Education The current situation of unbalanced development of education quality is the direct motivation of the plan.
The second part summarizes the main contents of the national challenge plan, including the establishment of national challenge advisers, the establishment of trust schools and college schools, attracting outstanding teachers to the "national challenge school" to teach, and improving the confidence and expectations of students in weak schools.
The third part summarizes the success of the implementation of the "national challenge plan" for more than a year, and selects the case of peri bee high school, the most advanced school in England in the 2008-2009 academic year.
The fourth part analyses the characteristics of the "national challenge plan". The plan is to strengthen the support of the weak schools by the macro government, and to integrate the social, community, schools and other resources effectively in the middle, and the microcosmic weak schools seek the solution to the characteristics of the students.
The fifth part is to dig out the implications of the "national challenge plan" to the weak schools in China, to establish effective indicators for identifying weak schools, to provide funds and management technical support, to strengthen the construction of teachers in weak schools, to establish an educational public trust and to cooperate with each other in many ways.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：G556.1

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