本文關(guān)鍵詞： 資優(yōu)教育 英國(guó) 整合式　出處：《華東師范大學(xué)》2013年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：隨著全球化不斷發(fā)展,國(guó)際競(jìng)爭(zhēng)日益激烈。在知識(shí)經(jīng)濟(jì)時(shí)代,競(jìng)爭(zhēng)的核心轉(zhuǎn)變?yōu)榭萍己腿瞬诺母?jìng)爭(zhēng),發(fā)展資優(yōu)教育有著更加重要的意義,在世界范圍正逐漸受到更高的重視,并形成了不同的資優(yōu)教育模式。在全納教育思潮的影響下,整合式資優(yōu)教育模式日益受到人們的關(guān)注,該模式以英國(guó)英格蘭、威爾士地區(qū)發(fā)展起來(lái)的資優(yōu)教育模式為代表。本論文基于此對(duì)英國(guó)整合式資優(yōu)教育模式進(jìn)行研究。 本文共分四章,第一章簡(jiǎn)要說(shuō)明我國(guó)以及世界范圍的資優(yōu)教育現(xiàn)狀,提出進(jìn)行資優(yōu)教育研究的重大意義。通過(guò)對(duì)該領(lǐng)域的研究文獻(xiàn)進(jìn)行總結(jié)歸納,筆者發(fā)現(xiàn)盡管資優(yōu)教育領(lǐng)域文獻(xiàn)不少,但是對(duì)英國(guó)獨(dú)具特色的模式的研究相對(duì)較少,已有中文文獻(xiàn)以介紹或描述為主。第二章梳理了英國(guó)資優(yōu)教育的發(fā)展脈絡(luò),發(fā)現(xiàn)英國(guó)資優(yōu)教育的發(fā)展長(zhǎng)期受到“精英主義”的困擾,后因新工黨的執(zhí)政而迎來(lái)了發(fā)展的黃金時(shí)期,而今又因保守黨重新執(zhí)政而陷入低潮。第三章從不同方面剖析英國(guó)資優(yōu)教育模式。首先分析了其理論基礎(chǔ)和發(fā)展目標(biāo)該模式以第三條道路思想、全納教育思想、多元智能理論、個(gè)性化教學(xué)為理論基礎(chǔ),以教育公平、教育卓越、社會(huì)包容等為目標(biāo)。而后對(duì)資優(yōu)生的評(píng)鑒標(biāo)準(zhǔn)和手段以及資優(yōu)教育的組織和相關(guān)國(guó)家項(xiàng)目進(jìn)行闡述,同時(shí)對(duì)模式系統(tǒng)中的關(guān)鍵組織和關(guān)鍵角色進(jìn)行分析。第四章根據(jù)已有的相關(guān)研究歸納并分析英國(guó)資優(yōu)教育模式取得成就以及遇到的問(wèn)題。雖然難以有充足嚴(yán)謹(jǐn)?shù)淖C據(jù)證明因?yàn)椴扇≌系姆绞蕉沟觅Y優(yōu)生的成績(jī)得到提高,但是有證據(jù)可以證明國(guó)家推行的政策和項(xiàng)目促進(jìn)了資優(yōu)生的學(xué)業(yè)、自信心的提高,對(duì)弱勢(shì)家庭資優(yōu)生而言更是提高了學(xué)業(yè)抱負(fù)。英國(guó)資優(yōu)教育政策向弱勢(shì)家庭資優(yōu)生的傾斜也促進(jìn)了教育公平。另一方面,英國(guó)資優(yōu)教育模式也存在一些問(wèn)題,主要是：理論定義與操作定義存在背離；國(guó)家資優(yōu)項(xiàng)目連續(xù)性受到政治影響；整合式資優(yōu)教育模式的效率受到質(zhì)疑；英國(guó)文化對(duì)資優(yōu)教育的抵抗心理還沒(méi)有被化解。
[Abstract]:With the continuous development of globalization, the international competition is becoming increasingly fierce. In the era of knowledge economy, the core of competition is changing into the competition of science, technology and talents. The development of gifted education has more significance and is gradually receiving more attention in the world. Under the influence of inclusive education trend, the integrated gifted education model has been paid more and more attention to by people in England. The gifted education model developed in Wales is the representative of this paper, based on which the integrated gifted education model in Britain is studied. This paper is divided into four chapters. The first chapter briefly describes the current situation of gifted education in China and the world, and puts forward the great significance of the research on gifted education. The author finds that although there are many literatures in the field of gifted education, there are relatively few studies on the unique patterns of British education, and the Chinese literature is mainly about introduction or description. Chapter two combs the development of gifted education in Britain. It is found that the development of gifted education in Britain has been troubled by "elitism" for a long time, and then ushered in a golden period of development because of the New Labour Party's rule. The third chapter analyzes the British gifted education model from different aspects. First, it analyzes its theoretical basis and development goal. The model is based on the third way thought, inclusive education thought, multiple intelligences theory, the third way thought, the inclusive education thought, the multiple intelligence theory, the third way thought, the all-inclusive education thought, the multiple intelligences theory. Individualized teaching is the theoretical basis, and aims at educational fairness, educational excellence, social inclusion, etc. Then, the evaluation standards and means of gifted students, the organization of gifted education and relevant national projects are expounded. At the same time, it analyzes the key organizations and key roles in the pattern system. Chapter 4th summarizes and analyzes the achievements and problems of the UK's gifted education model based on existing relevant research. Although it is difficult to have sufficient rigorous. The evidence shows that by adopting an integrated approach, the performance of gifted students has been improved. However, there is evidence that the policies and programs implemented by the state have promoted the education and self-confidence of gifted students. For disadvantaged family gifted students, the academic ambition is even higher. The British gifted education policy has also promoted education fairness. On the other hand, there are also some problems in the British gifted education model. The main results are as follows: the theoretical definition deviates from the operational definition; the continuity of national gifted projects is affected by politics; the efficiency of the integrated gifted education model is questioned; and the resistance of British culture to gifted education has not been resolved.
【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】：2013
【分類(lèi)號(hào)】：G556.1

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