本文選題：美國 + 聯(lián)邦政府��； 參考：《東北師范大學》2010年博士論文

【摘要】： 百年大計,教育為本。學前教育是教育學制系統(tǒng)的起點,更是教育事業(yè)的重要組成部分。學前教育不僅事關個體發(fā)展與幸福,更關乎整個國民素質(zhì)和社會的可持續(xù)發(fā)展。學前教育是一種公共性強、社會受益面廣的準公共產(chǎn)品。政府利用財政經(jīng)費支持、引導學前教育,規(guī)范和管理學前教育是其不可推卸的責任。 我國政府一直積極探索學前教育的改革與發(fā)展,但仍然不斷面臨新的問題與挑戰(zhàn)。今年,《國家中長期教育改革和發(fā)展規(guī)劃綱要(2010-2020年)》(簡稱《綱要》)頒布在即,其中對學前教育發(fā)展提出明確的理念與目標,可以預見,我國學前教育將在黨和政府的大力推動與支持下,實現(xiàn)突飛猛進的發(fā)展。當然,《綱要》作為戰(zhàn)略綱領性文件,不可能細致規(guī)定具體的實現(xiàn)路徑,這也是廣大學前教育管理與理論工作者的重大歷史使命。他山之石,可以攻玉。我們欣喜地看到,作為教育、經(jīng)濟全面發(fā)達國家的代表,美國以其20世紀聯(lián)邦政府干預學前教育的巨大成功堪稱政府干預學前教育的典范。 本文運用文獻法、歷史法、比較法,對20世紀美國聯(lián)邦政府干預學前教育的歷程進行了系統(tǒng)梳理,在分析不同時期社會背景、干預措施的基礎上,將20世紀美國聯(lián)邦政府對學前教育的干預歷程分為干預強度不斷提升的三個階段。 第一階段為20世紀初—50年代末,是聯(lián)邦政府干預學前教育的初始階段。這一時期聯(lián)邦政府通過支持保育學校和公立幼兒園的建立和發(fā)展,撥款創(chuàng)建緊急保育學校和拉漢姆法兒童保育中心,實現(xiàn)對學前教育的初步干預。 第二階段為20世紀六七十年代,是聯(lián)邦政府干預學前教育從弱變強的階段。此時期,聯(lián)邦政府通過實施“開端計劃”,為特殊學前教育立法,研發(fā)學前教育課程模式,促進幼兒教師職業(yè)專業(yè)化等手段達到對學前教育干預的加強。 第三階段是20世紀80年代以來至今。是聯(lián)邦政府干預學前教育再度升級的階段。聯(lián)邦政府通過立法、資金投入、推動課程改革,推進幼兒教師專業(yè)化發(fā)展等多維度,立體化的方式實現(xiàn)對學前教育干預的全面擴張。 縱觀20世紀美國聯(lián)邦政府干預學前教育近一個世紀的發(fā)展,雖然干預仍舊存在資助項目重復設疊、質(zhì)量發(fā)展參差不齊、師資準入未能統(tǒng)一的缺憾;但是,通過干預實現(xiàn)了學前教育規(guī)模的從弱小到強大、課程模式的從單一到全面、師資隊伍的從職業(yè)到專業(yè)、教育機會的從點位到廣譜,取得了巨大的成功;形成了立法與投入確立政府主導、分權(quán)與制衡激發(fā)各方動力、扶弱與濟貧守牢公平底線的基本經(jīng)驗,為我國黨和政府加強對學前教育管理與推動提供了有益的啟示。
[Abstract]:Education is the foundation of a hundred-year plan. Preschool education is the starting point of educational system and an important part of education. Preschool education is not only related to individual development and happiness, but also to the whole national quality and the sustainable development of society. Preschool education is a kind of quasi-public goods with strong publicity and wide social benefits. It is the responsibility of the government to guide preschool education and regulate and manage preschool education with financial support. Our government has been actively exploring the reform and development of preschool education, but is still facing new problems and challenges. This year, the National Medium- and Long-Term Education Reform and Development Program outline 2010-2020 (abbreviated as "the outline") is about to be promulgated, which sets out clear concepts and objectives for the development of pre-school education, which can be foreseen. Preschool education in China will be vigorously promoted and supported by the Party and the government to achieve rapid development. Of course, as a strategic programmatic document, it is impossible to specify the specific path of realization in detail, which is also a major historical mission of the vast number of preschool education management and theoretical workers. The stone of other mountains can attack jade. We are pleased to see that, as the representative of the developed countries in education and economy, the United States, with its great success in intervening in preschool education by the federal government in the 20th century, can be regarded as the model of government intervention in preschool education. This paper systematically combs the course of federal government intervention in preschool education in the 20th century by using the methods of literature, history and comparison. On the basis of analyzing the social background and intervention measures in different periods, this paper makes a systematic analysis of the process of intervention in preschool education by the federal government in the 20th century. The intervention process of American federal government in preschool education in the 20 ~ (th) century is divided into three stages of increasing intervention intensity. The first stage, in the early-1950s, was the initial stage of federal intervention in preschool education. During this period, the Federal Government, by supporting the establishment and development of childcare schools and public kindergartens, funded the creation of the Emergency Care School and the Rahamfah Child Care Centre to achieve initial intervention in pre-school education. The second stage was in the 1960s and 1970s, when the federal government intervened in preschool education from weak to strong. During this period, the federal government strengthened the pre-school education intervention by implementing the "beginning Plan", legislating for special preschool education, developing the pre-school education curriculum model, and promoting the professional specialization of preschool teachers. The third stage is since the 1980 s. This is the stage in which the federal government interferes with the re-escalation of preschool education. Through legislation, capital investment, curriculum reform and professional development of preschool teachers, the federal government can realize the comprehensive expansion of preschool education intervention in a three-dimensional way. Throughout the 20th century, the United States federal government intervened in the development of preschool education for nearly a century. Although the intervention still exists the overlapping of funded projects, the uneven development of quality, the lack of uniform access to teachers, but, Through intervention, the scale of preschool education is from weak to strong, curriculum model from single to comprehensive, teachers from professional to professional, educational opportunities from point to broad spectrum, has achieved great success; It has formed the basic experience of legislation and investment to establish the government leading, decentralization and checks and balances to stimulate the power of all parties, to help the weak and the poor to keep the fair bottom line, and to provide beneficial enlightenment for our party and government to strengthen the management and promotion of preschool education.
【學位授予單位】：東北師范大學
【學位級別】：博士
【學位授予年份】：2010
【分類號】：G619.712

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