美国蓝带学校规划研究
|
摘要
激励和引导中小学努力提高教育质量,保障教育公平,是近些年美国联邦政府积极干预教育的基本战略。“蓝带学校规划”正是美国联邦政府通过制定优质中小学标准,认可优质的达标学校来落实这种战略的代表性举措之一。该规划公开确认并正式认可那些在提高学生成绩、缩小教育差距方面取得显著进步的中小学校。通过二十多年的连续实施和不断调整,该规划显示出卓有成效的激励和引导作用,促进了美国中小学教育质量的整体改善,显示出联邦政府积极干预教育战略的活力,具有重要的研究和借鉴价值。
本论文运用教育社会生态学的理论模式,以比较教育学的国别专题研究为基本框架,分为五个部分对美国蓝带学校规划进行介绍和分析。第一部分阐释该规划的基本理念,明确蓝带学校、蓝带学校规划的相关概念,分析该规划创设的理论基础；第二部分考察规划产生的政治、经济、科技和教育背景,并对规划的发展历程进行了回顾；第三部分介绍蓝带学校规划的现状,围绕该规划在制定和实施这两个过程中的几个重要环节展开论述；第四部分对其在发展过程中取得的成效和问题进行了归纳和总结；第五部分对我国基础教育学校认可制度的现状进行反思,提出有益的启示和借鉴。
It is the basic tactic for American ferderal government to intervene education by stimulating and guiding the improvement of the education quality of elementary and secondary schools, and ensuring the equity of education in the recent years. American federal government puts this tactic into effect with establishing the criterion of the excellent schools and recognizing the schools which meet these criterion. The Blue Ribbon Schools Program is one of the representative measures. The program identifies openly and recognizes formly both elementary and secondary schools which make significant progress in achieving at very high levels or closing the achievement gap. The Program, which has implementated continuously and adjusted continually for more than twenty years, has presented highly effective functions of stimulating and guiding, committed strongly to the improvement of the quality of education in U.S., and indicated the vitality of government's educational intervention strategies. Therefore, it has the great values to study and refer.
Using the theoretical mode of education eco-socilolgy, the dissertation introduces and analyses the Blue Ribbon Schools Program in five parts by the analysis frame of state issues in comparative education. The first part explains the basic notions of the Program, makes the related concepts clear, meanwhile, analyses the theoretics bases of the establishment. The second part studys its backgrounds of politics, economy, science&technology, as well as education, and also reviews its historical development. The third part introduces the actuality of the Program,which discourses upon several important steps in the establishment and implement. The fourth one induces and summarizes the effects and problems. Last but not least, after rethinking the school recognization system in our nation, the thesis provides some inspirations and references for it.
本论文运用教育社会生态学的理论模式,以比较教育学的国别专题研究为基本框架,分为五个部分对美国蓝带学校规划进行介绍和分析。第一部分阐释该规划的基本理念,明确蓝带学校、蓝带学校规划的相关概念,分析该规划创设的理论基础；第二部分考察规划产生的政治、经济、科技和教育背景,并对规划的发展历程进行了回顾；第三部分介绍蓝带学校规划的现状,围绕该规划在制定和实施这两个过程中的几个重要环节展开论述；第四部分对其在发展过程中取得的成效和问题进行了归纳和总结；第五部分对我国基础教育学校认可制度的现状进行反思,提出有益的启示和借鉴。
It is the basic tactic for American ferderal government to intervene education by stimulating and guiding the improvement of the education quality of elementary and secondary schools, and ensuring the equity of education in the recent years. American federal government puts this tactic into effect with establishing the criterion of the excellent schools and recognizing the schools which meet these criterion. The Blue Ribbon Schools Program is one of the representative measures. The program identifies openly and recognizes formly both elementary and secondary schools which make significant progress in achieving at very high levels or closing the achievement gap. The Program, which has implementated continuously and adjusted continually for more than twenty years, has presented highly effective functions of stimulating and guiding, committed strongly to the improvement of the quality of education in U.S., and indicated the vitality of government's educational intervention strategies. Therefore, it has the great values to study and refer.
Using the theoretical mode of education eco-socilolgy, the dissertation introduces and analyses the Blue Ribbon Schools Program in five parts by the analysis frame of state issues in comparative education. The first part explains the basic notions of the Program, makes the related concepts clear, meanwhile, analyses the theoretics bases of the establishment. The second part studys its backgrounds of politics, economy, science&technology, as well as education, and also reviews its historical development. The third part introduces the actuality of the Program,which discourses upon several important steps in the establishment and implement. The fourth one induces and summarizes the effects and problems. Last but not least, after rethinking the school recognization system in our nation, the thesis provides some inspirations and references for it.
引文
[1]AS Hornby原著.李北达编译.牛津高阶英汉双解词典[M].北京：商务印书馆,1997：142
[2]蓝登书屋.韦氏英汉大学词典.北京：商务印书馆[M],1997：250.
[3]王定华.走进美国教育[M].北京：人民教育出版社,2004：31.
[4]Carolyn Deffenbaugh. Gold Star and Blue Ribbon Schools Recognition Programs[EB/OL]. Elementary and Secondary School Recognition Programs Information.1982-2004. http://dese.mo.gov/divteachqual/sii/goldstar/hist_list_gs_br_2.pdf.2004/09/17
[5]王莹.教育中的政府干预[J].教育与经济,2000,(3)11-14.
[6]邹永贤等.现代西方国家学说[M].福州：福建人民出版社,1993：114-116,101,131,155-156.
[7]猪口孝.国家与社会[M].北京：新华日报出版社,1989：71.
[8]陈超.西方世界一流大学形成中的国家干预[J].高等教育研究,2006,(4)106.
[9]查尔斯.赫梅尔著.今日的教育为了明日的世界[M].北京：中国对外翻译出版公司,1983：69.
[10][美]S.鲍尔斯、H.金蒂斯著.美国：经济生活与教育改革[M].上海：上海教育出版社,1990：28.
[11]马和民、高旭平著.教育社会学研究[M].上海：上海教育出版社,1998：86.
[12][瑞典]托尔斯顿·胡森.平等—学校和社会政策的目标.张人杰主编.国外教育社会学基本文选[M].上海：华东师范大学出版社,1989：193-221.
[13][美]莫琳·T·哈里楠主编.傅松涛等译.教育社会学手册[M].上海：华东师范大学出版社,2004：99.
[14]袁伯樵编译.美国今日改革基础教育的主要思潮[M].北京：学苑出版社,1990：32.
[15]联合国教科文组织报告.教育：财富蕴藏其中[M].北京：教育科学出版社,1996：76.
[16][美]罗伯特·布伦纳著.王生升译.繁荣与泡沫——全球视角中的美国经济[M].北京：经济科学出版社,2003：12-23.
[17]史静寰主编.当代美国教育[M].北京：社会科学文献出版社,2001：23-34.
[18]杨慧敏著.美国基础教育[M].广州：广东教育出版社,2004：62.
[19]瞿葆奎主编,马骥雄选编.美国教育改革[C].北京：人民教育出版社,1990：46.
[20]朱旭东.成功的机会=教育的机会——美国总统克林顿的教育观[J].比较教育研究.1995,(5)27.
[21][美]美国高质量教育委员会.国家处在危险之中：教育改革势在必行.吕达,周满生主编.当代外国教育改革著名文献(美国卷·第一册)[M].北京：人民教育出版社,2004：5-7.
[22]BLUE RIBBON SCHOOLS PROGRAM Schools Recognized 1982-1983 Through 1999-2002[EB/OL]. http://www.ed.gov/programs/nclbbrs/list-1982.pdf.2003/04/12
[23]朱旭东.八、九十年代美国教育改革的目标及其取向[J].比较教育研究.1997,(6)42～43.
[24][美]Madonna M. Murphy著.周玲,张学文译.美国蓝带学校的品性教育——应对挑战的最佳实践[M].北京：中国轻工业出版社,2002：8-10,23-45,87-92,112-114.
[25]2000-2001 Blue Ribbon Schools Program Elementary School Nomination Requirements[EB/OL]. http://www.ed.gov/programs/nclbbrs/2000-2001 nompkg.pdf.1999/06/01
[26]王修娥编译.美国“蓝带学校”规划修订始末[J].上海教育,2002(9)：65.
[27]David W. Kirkpatrick Awarding Blue Ribbons:Recognizing Schools or Students? [EB/OL]. http://www.freedomworks.org/schoolreport/issues_template.php?issue_id=391.2000/05/01
[28]Secretary Margaret Spellings.U.S. Department of Education. Building on Results:A Blueprint for Strengthening The No Child Left Behind Act[EB/OL]. www.ed.gov/policy/elsec/leg/nclb/buildingonresults.html.2007/01
[29]George W. Bush. No Child Left Behind[EB/OL]. http://www.whitehouse.gov/news/reports/no-child-left-behind.html.2001/01/23
[30][美]G.W.布什总统.不让一个孩子掉队.吕达,周满生主编.当代外国教育改革著名文献(美国卷·第四册)[M].北京：人民教育出版社,2004：191-209.
[31]PUBLIC LAW 107-110-JAN.8,2002[EB/OL]. http://www.ed.gov/policy/elsec/leg/esea02/107-110.pdf.2002/01/08
[32]Spellings Announces First List of 2006 No Child Left Behind-Blue Ribbon Schools[EB/OL]. http://www.ed.gov/news/pressreleases/2006/09/09222006.html.2006/09/22
[33]No Child Left Behind-Blue Ribbon Schools Program 2005 No Child Left Behind-Blue Ribbon Schools[EB/OL]. http://www.ed.gov/offices/OERI/BlueRibbonSchools/2005/09/12
[34]冯大鸣,赵中建.“911”后美国教育战略调整的两个标志[J].教育发展研究.2003,(3)：72
[35]Maryland's Blue Ribbon Schools of Excellence Program[EB/OL]. http://www.marylandpublicschools.org/MSDE/programs/recognition-partnerships/blue_ribbon/ 2006/6/16
[36]陈平辉.现代教育评价方法的研究[J].东华理工学院学报(社会科学版).2004,23(3)：27～31.
[37]Bringing Diversity And Academic Achievement Together[EB/OL]. http://www.ed.gov/programs/nclbbrs/2005/panel-discussions.pdf.2006/01/05
[38]推动优质学校北市教局以奖励代替考核[EB／OL].http://publish.lihpao.com/Education/2005/06/16/05E06153/.2005/06/16
[39]中国校长首次登上美国蓝带优质学校国际论坛[EB／OL].http://info.edu.hc360.com/HTML/001/003/26459.htmcn.2005/12/23.
[40]Community rallies to equip Blue Ribbon School with 21st-century technology[EB/OL]. http://www.infoport.ca/it/bins/content_page.asp?cid=2689-2738-4059.2006/03/02
[41]No Child Left Behind-Blue Ribbon Schools Program. Purpose[EB/OL]. http://www.ed.gov/programs/nclbbrs/index.html.2007/02/10
[42]2005年加州杰出学校正式出炉[EB／OL].http://california.calsunshine.info/articles/2005/04/21/002720.php.2005/04/21
[43]Role of the Blue Ribbon Schools of Excellence (BRSE) Program in the comprehensive school reform movement[EB/OL]. http://www.blueribbonschools.com/Default.aspx?tabid=34.2006/11/26
[44]谷贤林.美国教育中的矛盾性[J].外国教育研究.1996,(1)：28.
[45]程晋宽,吴景松.美国教育部及其教育政策的变化[J].比较教育研究.2004,(5)：59～63.
[46]李立国等.加强基础与追求优异——二战后美国基础教育改革[J].清华大学教育研究.2000,(4)：124.
[47]邬志辉,陈学军,王海英.优质学校的概念、建设过程与指标框架研究[J].东北师大学报(哲学社会科学版).2004,(3)：118.
[48]张君辉,王敬.从择校制度看美国基础教育改革的教育公平[J].外国教育研究.2005,(7)：75～76.
[2]蓝登书屋.韦氏英汉大学词典.北京：商务印书馆[M],1997：250.
[3]王定华.走进美国教育[M].北京：人民教育出版社,2004：31.
[4]Carolyn Deffenbaugh. Gold Star and Blue Ribbon Schools Recognition Programs[EB/OL]. Elementary and Secondary School Recognition Programs Information.1982-2004. http://dese.mo.gov/divteachqual/sii/goldstar/hist_list_gs_br_2.pdf.2004/09/17
[5]王莹.教育中的政府干预[J].教育与经济,2000,(3)11-14.
[6]邹永贤等.现代西方国家学说[M].福州：福建人民出版社,1993：114-116,101,131,155-156.
[7]猪口孝.国家与社会[M].北京：新华日报出版社,1989：71.
[8]陈超.西方世界一流大学形成中的国家干预[J].高等教育研究,2006,(4)106.
[9]查尔斯.赫梅尔著.今日的教育为了明日的世界[M].北京：中国对外翻译出版公司,1983：69.
[10][美]S.鲍尔斯、H.金蒂斯著.美国：经济生活与教育改革[M].上海：上海教育出版社,1990：28.
[11]马和民、高旭平著.教育社会学研究[M].上海：上海教育出版社,1998：86.
[12][瑞典]托尔斯顿·胡森.平等—学校和社会政策的目标.张人杰主编.国外教育社会学基本文选[M].上海：华东师范大学出版社,1989：193-221.
[13][美]莫琳·T·哈里楠主编.傅松涛等译.教育社会学手册[M].上海：华东师范大学出版社,2004：99.
[14]袁伯樵编译.美国今日改革基础教育的主要思潮[M].北京：学苑出版社,1990：32.
[15]联合国教科文组织报告.教育：财富蕴藏其中[M].北京：教育科学出版社,1996：76.
[16][美]罗伯特·布伦纳著.王生升译.繁荣与泡沫——全球视角中的美国经济[M].北京：经济科学出版社,2003：12-23.
[17]史静寰主编.当代美国教育[M].北京：社会科学文献出版社,2001：23-34.
[18]杨慧敏著.美国基础教育[M].广州：广东教育出版社,2004：62.
[19]瞿葆奎主编,马骥雄选编.美国教育改革[C].北京：人民教育出版社,1990：46.
[20]朱旭东.成功的机会=教育的机会——美国总统克林顿的教育观[J].比较教育研究.1995,(5)27.
[21][美]美国高质量教育委员会.国家处在危险之中：教育改革势在必行.吕达,周满生主编.当代外国教育改革著名文献(美国卷·第一册)[M].北京：人民教育出版社,2004：5-7.
[22]BLUE RIBBON SCHOOLS PROGRAM Schools Recognized 1982-1983 Through 1999-2002[EB/OL]. http://www.ed.gov/programs/nclbbrs/list-1982.pdf.2003/04/12
[23]朱旭东.八、九十年代美国教育改革的目标及其取向[J].比较教育研究.1997,(6)42～43.
[24][美]Madonna M. Murphy著.周玲,张学文译.美国蓝带学校的品性教育——应对挑战的最佳实践[M].北京：中国轻工业出版社,2002：8-10,23-45,87-92,112-114.
[25]2000-2001 Blue Ribbon Schools Program Elementary School Nomination Requirements[EB/OL]. http://www.ed.gov/programs/nclbbrs/2000-2001 nompkg.pdf.1999/06/01
[26]王修娥编译.美国“蓝带学校”规划修订始末[J].上海教育,2002(9)：65.
[27]David W. Kirkpatrick Awarding Blue Ribbons:Recognizing Schools or Students? [EB/OL]. http://www.freedomworks.org/schoolreport/issues_template.php?issue_id=391.2000/05/01
[28]Secretary Margaret Spellings.U.S. Department of Education. Building on Results:A Blueprint for Strengthening The No Child Left Behind Act[EB/OL]. www.ed.gov/policy/elsec/leg/nclb/buildingonresults.html.2007/01
[29]George W. Bush. No Child Left Behind[EB/OL]. http://www.whitehouse.gov/news/reports/no-child-left-behind.html.2001/01/23
[30][美]G.W.布什总统.不让一个孩子掉队.吕达,周满生主编.当代外国教育改革著名文献(美国卷·第四册)[M].北京：人民教育出版社,2004：191-209.
[31]PUBLIC LAW 107-110-JAN.8,2002[EB/OL]. http://www.ed.gov/policy/elsec/leg/esea02/107-110.pdf.2002/01/08
[32]Spellings Announces First List of 2006 No Child Left Behind-Blue Ribbon Schools[EB/OL]. http://www.ed.gov/news/pressreleases/2006/09/09222006.html.2006/09/22
[33]No Child Left Behind-Blue Ribbon Schools Program 2005 No Child Left Behind-Blue Ribbon Schools[EB/OL]. http://www.ed.gov/offices/OERI/BlueRibbonSchools/2005/09/12
[34]冯大鸣,赵中建.“911”后美国教育战略调整的两个标志[J].教育发展研究.2003,(3)：72
[35]Maryland's Blue Ribbon Schools of Excellence Program[EB/OL]. http://www.marylandpublicschools.org/MSDE/programs/recognition-partnerships/blue_ribbon/ 2006/6/16
[36]陈平辉.现代教育评价方法的研究[J].东华理工学院学报(社会科学版).2004,23(3)：27～31.
[37]Bringing Diversity And Academic Achievement Together[EB/OL]. http://www.ed.gov/programs/nclbbrs/2005/panel-discussions.pdf.2006/01/05
[38]推动优质学校北市教局以奖励代替考核[EB／OL].http://publish.lihpao.com/Education/2005/06/16/05E06153/.2005/06/16
[39]中国校长首次登上美国蓝带优质学校国际论坛[EB／OL].http://info.edu.hc360.com/HTML/001/003/26459.htmcn.2005/12/23.
[40]Community rallies to equip Blue Ribbon School with 21st-century technology[EB/OL]. http://www.infoport.ca/it/bins/content_page.asp?cid=2689-2738-4059.2006/03/02
[41]No Child Left Behind-Blue Ribbon Schools Program. Purpose[EB/OL]. http://www.ed.gov/programs/nclbbrs/index.html.2007/02/10
[42]2005年加州杰出学校正式出炉[EB／OL].http://california.calsunshine.info/articles/2005/04/21/002720.php.2005/04/21
[43]Role of the Blue Ribbon Schools of Excellence (BRSE) Program in the comprehensive school reform movement[EB/OL]. http://www.blueribbonschools.com/Default.aspx?tabid=34.2006/11/26
[44]谷贤林.美国教育中的矛盾性[J].外国教育研究.1996,(1)：28.
[45]程晋宽,吴景松.美国教育部及其教育政策的变化[J].比较教育研究.2004,(5)：59～63.
[46]李立国等.加强基础与追求优异——二战后美国基础教育改革[J].清华大学教育研究.2000,(4)：124.
[47]邬志辉,陈学军,王海英.优质学校的概念、建设过程与指标框架研究[J].东北师大学报(哲学社会科学版).2004,(3)：118.
[48]张君辉,王敬.从择校制度看美国基础教育改革的教育公平[J].外国教育研究.2005,(7)：75～76.