本文選題：美國(guó)綜合學(xué)校改革 + 美國(guó)學(xué)校公民教育��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：隨著我國(guó)學(xué)校改革的多維化發(fā)展,兼顧內(nèi)聚性和靈活性的改革機(jī)制逐漸被社會(huì)各界所認(rèn)同。這種改革機(jī)制在公民教育領(lǐng)域需求尤甚,一方面基于現(xiàn)代公民教育內(nèi)涵中涵蓋政治社會(huì)化的基本功能;另一方面,具有靈活性的公民教育機(jī)制是培養(yǎng)公民意識(shí)級(jí)參與公共事務(wù)能力的必要條件。美國(guó)綜合學(xué)校改革(CSR,The Comprehensive School Reform)正是以形成這樣一套教育體制為目標(biāo),從聯(lián)邦到各個(gè)學(xué)校并通過教育中介建立統(tǒng)籌政府與學(xué)校之間、學(xué)校與專家團(tuán)隊(duì)之間協(xié)作運(yùn)轉(zhuǎn)的聯(lián)系網(wǎng),并通過一系列法案確立保障體制,促進(jìn)其有序運(yùn)行。對(duì)美國(guó)綜合學(xué)校改革機(jī)制的考察是論文的背景。論文第一章通過對(duì)改革過程的考察,揭示了綜合學(xué)校改革理念和機(jī)制以及其所表現(xiàn)的特征。美國(guó)綜合學(xué)校改革于1998年由美國(guó)聯(lián)邦政府正式發(fā)起,這項(xiàng)改革是20世紀(jì)80年代“學(xué)校模式重建”計(jì)劃的延伸和強(qiáng)化,并于2002年初通過簽署《不讓一個(gè)孩子落后法》(NCLBA,No Child Left Behind Act)等法案確立改革的法律保障。從社會(huì)背景而言,全球化趨勢(shì)下日益強(qiáng)化的國(guó)際競(jìng)爭(zhēng)引發(fā)了美國(guó)國(guó)內(nèi)關(guān)于危機(jī)意識(shí)的思考,因而國(guó)家加強(qiáng)了對(duì)義務(wù)教育的干預(yù)并逐漸納入到政府運(yùn)轉(zhuǎn)機(jī)制內(nèi),接受國(guó)家政策的干預(yù)和指導(dǎo);在此之前的“學(xué)校模式重建”計(jì)劃為這一改革運(yùn)動(dòng)打下了良好的模式借鑒和實(shí)踐基礎(chǔ)。在理念背景層面上,針對(duì)20世紀(jì)上半期進(jìn)步主義教育思潮引發(fā)的改革運(yùn)動(dòng)所帶來的弊端,要素主義、新進(jìn)步主義等強(qiáng)調(diào)恢復(fù)學(xué)術(shù)標(biāo)準(zhǔn)的教育思潮在這一時(shí)期盛行;系統(tǒng)論、治理理論也在這一時(shí)期相繼盛行并為國(guó)家教育體制的改革提供了理論性基礎(chǔ)和方向性指導(dǎo)。在此基礎(chǔ)上,論文第二章考察了綜合學(xué)校改革時(shí)期學(xué)校的公民教育機(jī)制。通過對(duì)美國(guó)學(xué)校公民教育傳統(tǒng)價(jià)值觀和實(shí)現(xiàn)途徑的歷史邏輯分析,揭示了美國(guó)學(xué)校公民教育在綜合學(xué)校改革機(jī)制運(yùn)行下,學(xué)校公民教育發(fā)展的理念導(dǎo)向和模式建構(gòu)。在明確美國(guó)綜合學(xué)校改革機(jī)制和這一歷史時(shí)期學(xué)校公民教育發(fā)展?fàn)顩r的基礎(chǔ)上,第三章對(duì)學(xué)校公民教育作以批判性評(píng)述。首先通過對(duì)美國(guó)綜合學(xué)校改革的結(jié)果的數(shù)據(jù)呈現(xiàn),肯定了這一改革運(yùn)動(dòng)帶來的一定成效;與此同時(shí),通過案例和當(dāng)時(shí)實(shí)際調(diào)查結(jié)果,批判性分析了在這一改革中主導(dǎo)的理念、機(jī)制的僵化狀況以及其對(duì)學(xué)校公民教育發(fā)展的不利影響;其次,通過同其他普通學(xué)科教育多種途徑的比較分析,揭示了公民教育在目標(biāo)設(shè)定、教育活動(dòng)內(nèi)容和方式以及評(píng)估基準(zhǔn)等方面均展現(xiàn)的特殊性;根據(jù)這種特殊性,著重探討了綜合學(xué)校改革對(duì)學(xué)校公民教育的更深層次影響中所體現(xiàn)的沖突,即倚重課業(yè)成績(jī)的目標(biāo)導(dǎo)向在一定程度上對(duì)學(xué)生公民意識(shí)和參與公共社會(huì)能力的培養(yǎng)的抑制。這一目標(biāo)導(dǎo)向不僅從理念層面上弱化了學(xué)校公民教育的重要性,而且由于其有待完善的績(jī)效考核和問責(zé)制度的施行造成對(duì)學(xué)校公民教育過程的不利干預(yù)。
[Abstract]:With the multidimensional development of the school reform in China, the reform mechanism of cohesion and flexibility has gradually been recognized by all circles of society. This reform mechanism is especially necessary in the field of civic education. On the one hand, it is based on the basic functions of the political socialization in the connotation of modern civic education; on the other hand, the flexible civic education mechanism is a flexible mechanism. The necessary conditions for cultivating civic consciousness to participate in public affairs. The CSR (The Comprehensive School Reform) is the connection between the cooperation between the school and the expert team, with the goal of forming such an educational system, from the Federation to various schools and through educational intermediaries. Network, and through a series of bills to establish the guarantee system to promote its orderly operation. The review of the reform mechanism of the United States comprehensive school is the background of the paper. Chapter 1 of the paper reveals the concept and mechanism of the comprehensive school reform and its characteristics through the investigation of the reform process. The United States state comprehensive school reform was made by the United States federal administration in 1998. The government officially launched the reform, which was the extension and strengthening of the "school model reconstruction" program in 1980s, and in early 2002 the legal guarantee for the reform was established by the signing of the NCLBA, No Child Left Behind Act. In the United States, the thinking of crisis awareness in the United States, therefore, the state has strengthened the intervention of compulsory education and gradually incorporated into the government operation mechanism, and accepted the intervention and guidance of the national policy; the "school mode reconstruction" plan has laid a good model reference and practice foundation for the reform movement. In view of the drawbacks brought about by the progressive education trend of the first half of the twentieth Century, the educational trend of thought, which emphasizes the restoration of academic standards, is prevalent in this period, and the theory of system and governance also prevailed in this period and provided a theoretical basis and direction for the reform of the national education system. On this basis, the second chapter of the thesis examines the civic education mechanism of the school in the period of the comprehensive school reform. Through the historical logic analysis of the traditional values and the ways of realizing the civic education in the United States, the paper reveals the concept orientation of the development of school citizenship education in the school citizenship education in the United States under the reform mechanism of the comprehensive school. Model construction. On the basis of defining the reform mechanism of the United States comprehensive school and the status of the development of the school citizenship education in this historical period, the third chapter gives a critical review of the school citizenship education. First, the results of the reform of the United States comprehensive school are presented, and the achievements of the reform movement are affirmed; at the same time, the results of the reform are confirmed. After the case and the results of the actual investigation at that time, it critically analyzes the concept leading in the reform, the rigid state of the mechanism and its adverse effects on the development of school citizenship education. Secondly, through the comparison and analysis of various ways of education in other common disciplines, it reveals the goal setting of civic education, the content and way of educational activities. According to this particularity, it focuses on the conflicts reflected in the deeper influence of the comprehensive school reform on the school citizenship education, that is, the objective of relying heavily on the achievement of the class to some extent inhibits the cultivation of students' civic awareness and participation in public social competence. The guidance not only weakens the importance of school citizenship education from the concept level, but also causes adverse intervention to the course of school citizenship education because of its outstanding performance assessment and accountability system.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G631

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