【摘要】：教育公平是教育改革中的熱點話題。補償教育是各國追求教育公平的基本途徑�；凇白杂伞�、“民主”、“平等”的政治理念,美國的歷次教育改革與政策制定始終圍繞教育民主化、教育平等化和教育公平化展開。對弱勢群體實施補償教育以期達到教育結(jié)果公平的理論和實踐,正是這一點的具體體現(xiàn)。本文主要圍繞美國弱勢群體補償教育政策的形成和變遷展開論述。除緒論部分外,其余各章根據(jù)各時期的不同特征,分為政策問題、政策初始、政策發(fā)展和政策演化進行闡述,第五章為政策分析和政策借鑒。詳述如下：第一章從補償教育政策產(chǎn)生的社會歷史背景與教育改革進行論述,試圖闡明補償教育政策產(chǎn)生的原因。首先論述了冷戰(zhàn)時期的社會背景、教育情況以及聯(lián)邦政府推行的課程改革；接著描述了種族隔離學校的形成和發(fā)展、“布朗案”和民權(quán)運動以及由此產(chǎn)生的反種族隔離的教育改革；最后論述了美國的貧困問題與教育機會均等運動及其教育改革。第二章論述了補償教育政策的形成過程,重點闡述了1965年《初等和中等教育法》的形成與實施過程。首先,筆者詳細描述了聯(lián)邦教育特別小組、總統(tǒng)與健康教育福利部所做的工作,以及其他反對者的聲音。其次,對法案的主要內(nèi)容及其修訂進行論述。最后,闡述了法案的實施過程以及公眾對此的評價。第三章主要圍繞政策的發(fā)展進行論述,面對里根政府的“新聯(lián)邦主義”政策,補償教育的發(fā)展受到了抑制,但是20世紀80年代的教育危機促使聯(lián)邦再次調(diào)整教育發(fā)展策略。隨后,克林頓政府實施了國家目標的教育改革,從重視教育投入轉(zhuǎn)向教育產(chǎn)出,補償教育的發(fā)展也面臨著新的挑戰(zhàn)。最后,對三個補償教育法案進行對比研究。第四章探討了補償教育政策的演化過程。新世紀伊始,聯(lián)邦政府對教育發(fā)展提出了更高的要求,布什總統(tǒng)頒布了2002年《不讓一個孩子掉隊法》,該法再次提高了教育發(fā)展的要求。隨后,筆者論述了奧巴馬政府推行的教育改革措施,2015年國會頒布了《讓每一個學生成功法》,為奧巴馬政府的教育改革畫上了一個完整的句號。第五章分析了補償教育政策發(fā)展的特點、補償教育法案的修正機制以及補償教育政策的功用；進而對當前我國弱勢群體補償教育的現(xiàn)狀進行了描述；最后嘗試總結(jié)美國經(jīng)驗可以給我們帶來的幾點啟示。結(jié)語部分對補償教育政策發(fā)展的內(nèi)在邏輯進行解釋。
[Abstract]:Educational fairness is a hot topic in educational reform. Compensatory education is the basic way for countries to pursue educational fairness. Based on the political concepts of "freedom", "democracy" and "equality", the educational reform and policy making in the United States has always been centered around the democratization of education, the equalization of education and the equalization of education. The theory and practice of carrying out compensatory education to the disadvantaged groups in order to achieve the educational result equity is the concrete embodiment of this point. This paper mainly discusses the formation and changes of the policy of compensation education for the disadvantaged groups in the United States. In addition to the introduction, the other chapters are divided into policy issues, policy initial, policy development and policy evolution according to the different characteristics of each period. The fifth chapter is policy analysis and policy reference. The first chapter discusses the social and historical background of compensatory education policy and educational reform, and tries to clarify the reasons for the emergence of compensatory education policy. First, it discusses the social background, education and curriculum reform carried out by the federal government during the Cold War period, and then describes the formation and development of apartheid schools. Brown's case and the civil rights movement and the resulting anti-apartheid educational reform. Finally, the poverty and equal opportunities movement and its educational reform in the United States are discussed. The second chapter discusses the formation process of compensatory education policy, focusing on the formation and implementation of the 1965 Elementary and Secondary Education Act. First, the author describes in detail the work done by the Federal Education Task Force, the President and the Department of Health Education and Welfare, as well as the voices of other opponents. Secondly, the main contents of the bill and its amendments are discussed. Finally, the implementation of the bill and the public evaluation of this process. The third chapter mainly focuses on the development of policy. Facing the "new federalism" policy of Reagan administration, the development of compensatory education was restrained, but the education crisis in 1980s prompted the Federation to readjust its educational development strategy again. Subsequently, the Clinton administration carried out the education reform of the national goal, from emphasizing the educational input to the educational output, and the development of compensatory education also faced new challenges. Finally, a comparative study of the three compensatory education laws is carried out. Chapter four discusses the evolution of compensatory education policy. At the beginning of the new century, the federal government put forward higher demands on the development of education. President Bush promulgated the No Child left behind Act of 2002, which once again raised the requirements of educational development. Then, the author discusses the Obama administration's educational reform measures, the 2015 Congress enacted the "every student success Act", the Obama administration's education reform to a complete end. The fifth chapter analyzes the characteristics of the development of compensatory education policy, the amendment mechanism of compensatory education bill and the function of compensatory education policy, and then describes the current situation of compensatory education for the disadvantaged groups in our country. Finally, try to sum up the experience of the United States can bring us a few enlightenment. The conclusion part explains the inner logic of the development of compensatory education policy.
【學位授予單位】：華東師范大學
【學位級別】：博士
【學位授予年份】：2016
【分類號】：G571.2

【引證文獻】

相關(guān)期刊論文 前1條

1 李娟;;創(chuàng)新與卓越的追求:《讓每個學生成功法案》介評[J];外國教育研究;2017年06期

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本文編號：2122128