美国中小学“放学后计划”研究

发布时间：2018-08-25 07:25

【摘要】：目前,中小学生下午放学较早而家长下班较晚,在这中间存在时间差,就造成了很多“钥匙儿童”存在的现象。由于家长的工作时间延长等因素,儿童在正常上学的时间之外,存在大量空闲时间(如上学前、放学后、周末、暑假等时间)并大部分处于无人监管状态。为了防止和减少儿童和青少年在这个阶段出现问题行为,美国实施了放学后计划,主要针对低收入家庭和薄弱学校的儿童提供丰富的学习机会,并取得了积极的成果和影响。本文主要对美国放学后计划的实施和发展情况进行阐述和评论,以期为我国提供借鉴。本文共包括5章内容。第一章是绪论,主要回顾了国内外对美国放学后计划的研究现状,以及本研究选题背景和意义。第二章讲述了美国放学后计划提出的背景和发展过程。美国中小学生下午放学后问题行为频现,家长工作模式的转变以及贫困问题等迫切需要政府加强对放学后教育的重视和投入。为了使学生在放学后有一个安全的和学习的场所,美国政府在1998年首次正式提出了21世纪社区学习中心计划,为放学后计划提供联邦专项拨款,随后放学后计划得到了社会各界的广泛认可。第三章介绍了美国放学后计划的基本情况和实施状况,包括放学后计划的参与者、人员组成、开放时间、活动内容和资金情况,最后举例说明放学后计划在加利福尼亚、夏威夷和哥伦比亚特区的发展情况。第四章讲述了美国放学后计划的特点、影响和挑战,总结了高质量的放学后计划的特点,对放学后计划实施的效果进行总体评价。放学后计划对改善学生的学业和行为方面起到了积极的作用,对家庭和社会也产生了有益影响,但同时也面临着挑战。第五章阐述了美国放学后计划对我国的启示:明确教育目标,丰富放学后教育的内容和形式;建立与学校、社区和家长的合作沟通机制;加强对放学后教育的学术研究和质量评估。加强对放学后教育的政策和资金支持;加强放学后教育领域基础设施建设;重视对放学后教育师资队伍的建设。
[Abstract]:At present, primary and middle school students leave school early in the afternoon and their parents leave work late. There is a time difference between them, which causes a lot of "key children" to exist. Due to factors such as extended working hours of parents, there is a large amount of free time (such as pre-school, after-school, weekend, summer vacation, etc.) and most of the children are left unsupervised outside the normal school hours. To prevent and reduce problematic behaviour among children and adolescents at this stage, the United States has implemented after-school programs that provide rich learning opportunities for low-income families and children in weak schools, with positive results and impacts. This paper mainly expounds and comments on the implementation and development of American after-school program in order to provide reference for our country. This paper includes five chapters. The first chapter is the introduction, mainly reviews the domestic and foreign research status of American after-school planning, as well as the background and significance of this study. The second chapter describes the background and development of the American after-school program. It is urgent for American primary and middle school students to pay more attention to and invest in after-school education, such as frequent problem behavior after school in the afternoon, the change of working mode of parents and the problem of poverty. In order to give students a safe place to learn after school, the United States government formally introduced the 21st Century Community Learning Center program in 1998, providing federal funding for after-school programs. Subsequently, the plan after school was widely recognized by all walks of life. Chapter three introduces the basic situation and implementation of the after-school program in the United States, including the participants, the composition, the opening hours, the content and the funding of the program. Finally, an example is given to illustrate the post-school program in California. Developments in Hawaii and the District of Columbia. The fourth chapter describes the characteristics, influences and challenges of American after-school planning, summarizes the characteristics of high-quality after-school planning, and evaluates the effect of after-school planning. After-school planning plays a positive role in improving students' study and behavior, and has a beneficial impact on family and society, but it also faces challenges at the same time. The fifth chapter expounds the enlightenment of American after-school plan to our country: defining the educational goal, enriching the content and form of after-school education, establishing the cooperative communication mechanism with school, community and parents; Strengthen academic research and quality assessment of after-school education. We should strengthen the policy and financial support for after-school education, strengthen the construction of infrastructure in the field of after-school education, and attach importance to the construction of the contingent of teachers in after-school education.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G639.712

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