本文選題：英國(guó)中等教育　切入點(diǎn)：民主化　出處：《江蘇大學(xué)》2017年碩士論文

【摘要】：1868至1944年英國(guó)中等教育改革是英國(guó)實(shí)現(xiàn)教育民主化的重要組成部分,其紛繁復(fù)雜的變革過(guò)程是英國(guó)社會(huì)發(fā)展的縮影,對(duì)我國(guó)教育改革具有一定的借鑒意義。本文選取1868至1944年為研究時(shí)段,探究這一時(shí)期中等教育改革的原因、過(guò)程、成敗經(jīng)驗(yàn)以及影響。本文主要圍繞兩條線(xiàn)索展開(kāi):一條是英國(guó)中等教育改革的具體過(guò)程,對(duì)中等教育改革的背景、措施、成效進(jìn)行分析,梳理英國(guó)公立中等教育制度建立和中學(xué)內(nèi)部體系完善的過(guò)程;另一條是以中等教育理念變革為基石,從英國(guó)教育傳統(tǒng)出發(fā),分析中等教育改革的民主化體現(xiàn),探索英國(guó)中等教育民主化的具體內(nèi)涵以及發(fā)展趨勢(shì)。兩條線(xiàn)索互相交織,以期能夠凸顯1868至1944年中等教育改革的獨(dú)特性及復(fù)雜性。正文共分為四部分內(nèi)容。第一部分為改革動(dòng)因的分析,推動(dòng)19世紀(jì)下半葉中等教育改革的主要因素有階級(jí)力量、思想浪潮以及中等教育自身發(fā)展的缺陷。工業(yè)革命后迅速崛起的中產(chǎn)階級(jí)希望通過(guò)接受中等教育躋身于上流社會(huì),形成屬于自己階層的教育體系。伴隨著教育世俗化、科學(xué)教育思想的興起,中產(chǎn)階級(jí)開(kāi)始批判中等教育中民主的缺失,呼吁建立新的教育體制。同時(shí),普通文法中學(xué)與公學(xué)中學(xué)生數(shù)量的銳減、家長(zhǎng)的不滿(mǎn)以及課程設(shè)置不合理的問(wèn)題也顯示出此時(shí)的中等教育并不能滿(mǎn)足社會(huì)發(fā)展的需求。第二、三部分以1902年為時(shí)間斷點(diǎn),分析了中等教育改革的兩個(gè)階段:公立中等教育的創(chuàng)立和中學(xué)內(nèi)部體系的完善。至二戰(zhàn)前,中等教育改革主要實(shí)現(xiàn)了兩大目標(biāo):一是中等教育被正式納入國(guó)民教育體系中,并與小學(xué)教育區(qū)分開(kāi),初步形成小學(xué)、中學(xué)、大學(xué)階梯式教育發(fā)展模式;二是完成學(xué)校重組,國(guó)家根據(jù)不同的教育目標(biāo)先后建立形式多樣的中學(xué),對(duì)中學(xué)內(nèi)部的課程、考試以及教師培訓(xùn)等方面進(jìn)行了初步的改革,且以立法形式確保中學(xué)三分制的實(shí)行。二戰(zhàn)前的中等教育改革不僅是英國(guó)首次全方面思考教育問(wèn)題的體現(xiàn),同時(shí)也是邁入教育民主化的關(guān)鍵步伐。第四部分評(píng)價(jià)了英國(guó)中等教育改革的成功以及失敗之處。改革審視了教育中國(guó)家與個(gè)人發(fā)展的關(guān)系,通過(guò)擴(kuò)大中等教育范圍、改變教育管理結(jié)構(gòu)、增強(qiáng)主體意識(shí)來(lái)讓中等教育發(fā)揮社會(huì)功能。同時(shí)還主張多樣化、適應(yīng)性、彈性化的教育選擇方式,融合英國(guó)教育傳統(tǒng)推動(dòng)英國(guó)教育邁向自由、民主。這一階段的優(yōu)秀成果為二戰(zhàn)后英國(guó)中等教育的發(fā)展奠定了基礎(chǔ)。但是英國(guó)教育傳統(tǒng)中的保守主義、自由主義也在一定程度上阻礙了中等教育的發(fā)展,中等教育本身的政治性、中學(xué)發(fā)展的失衡以及教育權(quán)力的分配問(wèn)題都直接影響著今后民主化道路的發(fā)展。因此在結(jié)語(yǔ)中,筆者將從分析和回顧英國(guó)中等教育改革的歷史出發(fā)探討英國(guó)民族特性對(duì)于英國(guó)中等教育發(fā)展的重要影響,豐富英國(guó)教育民主化的內(nèi)涵,共享歷史的遺產(chǎn)。
[Abstract]:The reform of British secondary education from 1868 to 1944 is an important part of the democratization of education in Britain. Its complicated reform process is the epitome of the development of the British society, and it has certain reference significance for the educational reform of our country.This article selects 1868 ~ 1944 as the research period, explores the reason, process, success or failure experience and influence of the secondary education reform in this period.This paper focuses on two clues: one is the concrete process of British secondary education reform, the background, measures and effectiveness of secondary education reform are analyzed.Combing the process of the establishment of the public secondary education system and the improvement of the internal system of the middle school in Britain, the other is the analysis of the democratization embodiment of the secondary education reform, which is based on the reform of the concept of secondary education and the educational tradition of the United Kingdom.To explore the concrete connotation and development trend of the democratization of British secondary education.The two clues are intertwined to highlight the uniqueness and complexity of the 1868-1944 secondary education reform.The text is divided into four parts.The first part is the analysis of the motivation of the reform. The main factors to promote the reform of secondary education in the second half of the 19th century are class power, ideological wave and the defects of the development of secondary education itself.The rapidly rising middle class after the Industrial Revolution hopes to join the upper class through secondary education and form its own educational system.With the secularization of education and the rise of scientific educational thought, the middle class began to criticize the lack of democracy in secondary education and called for the establishment of a new educational system.At the same time the number of middle school students in general grammar schools and public schools the dissatisfaction of parents and the unreasonable curriculum also show that the secondary education can not meet the needs of social development.Second, three parts take 1902 as the time break point, analyzed the two stages of the secondary education reform: the establishment of the public secondary education and the perfection of the internal system of the middle school.Before World War II, the reform of secondary education mainly achieved two goals: first, secondary education was formally incorporated into the national education system, and separated from primary education, forming a primary, secondary and university education development model;Second, to complete the reorganization of schools, the state has successively established various secondary schools according to different educational objectives, and has carried out preliminary reforms in the internal curriculum, examinations and teacher training of middle schools.And legislation to ensure the implementation of the three-point system.The reform of secondary education before World War II is not only the embodiment of the first all-around thinking about education in England, but also the key step to the democratization of education.The fourth part evaluates the success and failure of British secondary education reform.The reform examines the relationship between state and individual development in education, and makes secondary education play a social role by expanding the scope of secondary education, changing the educational management structure, and strengthening the consciousness of subject.At the same time, it advocates diversified, adaptable and flexible educational choices, and combines the British educational tradition to promote Britain's education towards freedom and democracy.The excellent results of this stage laid the foundation for the development of English secondary education after World War II.But the conservatism and liberalism in the British educational tradition, to some extent, also hindered the development of secondary education, the political nature of secondary education itself.The imbalance of secondary school development and the distribution of educational power directly affect the development of democratization in the future.Therefore, in the conclusion, the author will analyze and review the history of British secondary education reform, discuss the important influence of British national characteristics on the development of British secondary education, enrich the connotation of the democratization of British education, and share the historical heritage.
【學(xué)位授予單位】：江蘇大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G639.561

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