20世纪80年代以来美国联邦政府以促进公平为核心的基础教育改革研究
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摘要
教育公平是最重要的社会公平,是实现社会公平的起点和基石。教育公平问题是当前各国教育理论和教育实践的核心命题之一,有关教育公平的理论呈现出多层次、多元化发展趋势,在实施途径上则体现出多方参与、注重实效等特点。美国是制定教育公平政策并系统推进的先行者,其多样化的政策实施途径可作为当前我国解决基础教育公平问题的有益借鉴。为实现“人人享有优质教育”的高水平教育公平目标,美国联邦政府一直致力于在教育领域里创新实践。特别是20世纪80年代以来,联邦政府发起了以促进公平为核心的基础教育改革,即在教育补偿、择校、学业标准化三个方面进行了改革。
论文以导论开篇,主要说明研究的价值和必要性。在界定本论文的研究对象,分析国内外相关文献的基础上,确立了本论文的研究思路和框架,并对本论文研究的重难点等议题进行了澄清。
论文重点关注20世纪80年代以来联邦政府为促进基础教育公平而开展的补偿教育计划、择校运动、学业标准化运动。第一章“教育公平理论与美国基础教育公平政策的演变”,探讨了教育公平内涵与理论支撑等问题,分析了美国基础教育现状及存在的教育公平问题,回顾了美国建国以来基础教育公平理念与政策的发展演变,并对相关政策的文本内容进行了阐释。
第二章“补偿教育计划：为所有儿童成长奠基”,深入分析了补偿教育计划产生的政治、经济、理论、实践、法律基础,剖析了补偿教育计划的主要类型、实施途径,总结归纳了补偿教育的特征及实施成效。作为迄今为止最有影响力的教育公平项目,补偿教育计划对改善处境不利群体的教育条件提供了强有力的支持。
第三章“择校运动：追求公平与效率的兼顾”,探讨了择校运动的理论基础,分析了其兴起的社会与教育背景,梳理了20世纪80年代以来美国历任总统关于择校运动的政策立场及实施形式,并对择校运动的成效进行了客观评价。作为将市场化机制引入学校教育的重要尝试,择校运动推动了学校间的竞争,强化了公众与家庭自由选择教育的权力。
第四章“标准化运动：人人享有优质教育”,研究了标准化运动兴起背景及发展演变过程,探讨了标准化运动的主要内容,归纳总结了标准化运动对美国基础教育的影响以及其典型经验。通过制定各学科的课程实施标准,开展各类学业成绩测评,完善州、学区、学校三级责任体系,标准化运动对提高美国基础教育质量、促进教育公平发挥了重要作用。
第五章“经验与启示”：从公众意识、法律体系、财政保障等方面,总结了美国基础教育公平政策和实施途径上可供借鉴的典型经验。结合当前中国基础教育公平现状,论文得出了相应的宏观和微观的政策与实践建议。
Educational equity stands as one of the most significant contents of social equity and serves as both its starting point and cornerstone. Equity issues in education have been treated as one of the core propositions in educational theory and practice worldwide at present. Theories of educational equity have been enriched at multiple levels and with diversified focuses, while its practice has seen joint participation of various stakeholders and constant pursuit of pragmaticality. Educational equity policy was initially made and systematically pushed forward in America. Its various ways of policy implementation might be referenced to address the basic education equity issues in China at present. In order to realize the aim of "high-quality education for all", the U.S. Federal Government has been long dedicated itself to pioneering practice in its traditional education system. Since the1980s, in particular, it has initiated a series of basic education reforms, centering on the three subfields, i.e. education compensation, school choice and academic standards.
The thesis begins with an introduction, mainly discussing the importance and necessity of the research. Based on identification of research target and review of related domestic and international literature, the research ideology and logical framework have been established, followed by a clarification of research emphases and difficulties of this research.
The thesis focuses on these three reform movements, as mentioned above, endeavored by the U.S. Federal Government since the1980s. The first chapter,"Development of Educational Equity Theory and evolvement of Basic Education Equity Policy in America", sheds light on the connotation and theoretical support of educational equity and analyzes the current situation and equity issues in basic education in America. It also reviews the ideology and policy development of equity in basic education since the foundation of America and elaborates on the contents of relevant policies.
The second chapter, titled with "Compensatory Education Programs:Foundation for All Children", provides an in-depth analysis of the foundations of the Compensatory Education Programs through multiple perspectives, from political to economic, from theoretical to practical and legal. Major types and implementing approaches of this plan are examined, and the characteristics and effects are summarized as well. As the most influential project in the field of educational equity by far, the Compensatory Education Programs have offered overwhelming support for improving educational conditions of disadvantaged groups in America.
Theoretical basis and social and educational backdrop of the School Choice Movement, are discussed in the third chapter:"School Choice Movement:Balance of Pursuit for Fairness and Efficiency". It sorts out the policy standpoints on the Movement in America by its successive Presidents since the1980's, along with its implementing forms. An objective evaluation is also conducted on the Movement's results. As an important attempt to introduce market mechanism into school education system, the Movement has encouraged competition among schools, and strengthened the right of free choice in education by the public and families.
The fourth chapter,"Academic Standards Movement:High-quality Education for All", discusses its developmental backdrop, evolutionary process, main contents, effects on American basic education, as well as a number of typical experiences. The Movement has played an essential role in promoting quality and equity of basic education in America, by enacting curriculum standards in various disciplines, carrying out academic performance evaluations and improving a three-level (state, school district and school) responsibility system.
The last part of this thesis,"Lessons and Inspirations", summarizes typical experiences that could be learned from both the American basic education equity policy and its implementing approaches, covering aspects of public awareness, legal framework and fiscal guarantee. Based on the status quo of Chinese basic education equity, the thesis concludes by presenting tailored proposals relevant to development of policy and conduct of practice in China.
论文以导论开篇,主要说明研究的价值和必要性。在界定本论文的研究对象,分析国内外相关文献的基础上,确立了本论文的研究思路和框架,并对本论文研究的重难点等议题进行了澄清。
论文重点关注20世纪80年代以来联邦政府为促进基础教育公平而开展的补偿教育计划、择校运动、学业标准化运动。第一章“教育公平理论与美国基础教育公平政策的演变”,探讨了教育公平内涵与理论支撑等问题,分析了美国基础教育现状及存在的教育公平问题,回顾了美国建国以来基础教育公平理念与政策的发展演变,并对相关政策的文本内容进行了阐释。
第二章“补偿教育计划：为所有儿童成长奠基”,深入分析了补偿教育计划产生的政治、经济、理论、实践、法律基础,剖析了补偿教育计划的主要类型、实施途径,总结归纳了补偿教育的特征及实施成效。作为迄今为止最有影响力的教育公平项目,补偿教育计划对改善处境不利群体的教育条件提供了强有力的支持。
第三章“择校运动：追求公平与效率的兼顾”,探讨了择校运动的理论基础,分析了其兴起的社会与教育背景,梳理了20世纪80年代以来美国历任总统关于择校运动的政策立场及实施形式,并对择校运动的成效进行了客观评价。作为将市场化机制引入学校教育的重要尝试,择校运动推动了学校间的竞争,强化了公众与家庭自由选择教育的权力。
第四章“标准化运动：人人享有优质教育”,研究了标准化运动兴起背景及发展演变过程,探讨了标准化运动的主要内容,归纳总结了标准化运动对美国基础教育的影响以及其典型经验。通过制定各学科的课程实施标准,开展各类学业成绩测评,完善州、学区、学校三级责任体系,标准化运动对提高美国基础教育质量、促进教育公平发挥了重要作用。
第五章“经验与启示”：从公众意识、法律体系、财政保障等方面,总结了美国基础教育公平政策和实施途径上可供借鉴的典型经验。结合当前中国基础教育公平现状,论文得出了相应的宏观和微观的政策与实践建议。
Educational equity stands as one of the most significant contents of social equity and serves as both its starting point and cornerstone. Equity issues in education have been treated as one of the core propositions in educational theory and practice worldwide at present. Theories of educational equity have been enriched at multiple levels and with diversified focuses, while its practice has seen joint participation of various stakeholders and constant pursuit of pragmaticality. Educational equity policy was initially made and systematically pushed forward in America. Its various ways of policy implementation might be referenced to address the basic education equity issues in China at present. In order to realize the aim of "high-quality education for all", the U.S. Federal Government has been long dedicated itself to pioneering practice in its traditional education system. Since the1980s, in particular, it has initiated a series of basic education reforms, centering on the three subfields, i.e. education compensation, school choice and academic standards.
The thesis begins with an introduction, mainly discussing the importance and necessity of the research. Based on identification of research target and review of related domestic and international literature, the research ideology and logical framework have been established, followed by a clarification of research emphases and difficulties of this research.
The thesis focuses on these three reform movements, as mentioned above, endeavored by the U.S. Federal Government since the1980s. The first chapter,"Development of Educational Equity Theory and evolvement of Basic Education Equity Policy in America", sheds light on the connotation and theoretical support of educational equity and analyzes the current situation and equity issues in basic education in America. It also reviews the ideology and policy development of equity in basic education since the foundation of America and elaborates on the contents of relevant policies.
The second chapter, titled with "Compensatory Education Programs:Foundation for All Children", provides an in-depth analysis of the foundations of the Compensatory Education Programs through multiple perspectives, from political to economic, from theoretical to practical and legal. Major types and implementing approaches of this plan are examined, and the characteristics and effects are summarized as well. As the most influential project in the field of educational equity by far, the Compensatory Education Programs have offered overwhelming support for improving educational conditions of disadvantaged groups in America.
Theoretical basis and social and educational backdrop of the School Choice Movement, are discussed in the third chapter:"School Choice Movement:Balance of Pursuit for Fairness and Efficiency". It sorts out the policy standpoints on the Movement in America by its successive Presidents since the1980's, along with its implementing forms. An objective evaluation is also conducted on the Movement's results. As an important attempt to introduce market mechanism into school education system, the Movement has encouraged competition among schools, and strengthened the right of free choice in education by the public and families.
The fourth chapter,"Academic Standards Movement:High-quality Education for All", discusses its developmental backdrop, evolutionary process, main contents, effects on American basic education, as well as a number of typical experiences. The Movement has played an essential role in promoting quality and equity of basic education in America, by enacting curriculum standards in various disciplines, carrying out academic performance evaluations and improving a three-level (state, school district and school) responsibility system.
The last part of this thesis,"Lessons and Inspirations", summarizes typical experiences that could be learned from both the American basic education equity policy and its implementing approaches, covering aspects of public awareness, legal framework and fiscal guarantee. Based on the status quo of Chinese basic education equity, the thesis concludes by presenting tailored proposals relevant to development of policy and conduct of practice in China.
引文
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