中美家校合作发展历程的比较研究

发布时间：2019-01-02 20:09

【摘要】：随着社会的发展,学校和家庭都发生着巨大的变化。基础教育的发展,仅靠学校或家庭单方面的力量是难以完成的,只有家校合作,才能保证教育的顺利进行。在美国,家校合作自二战后就受到广泛重视,到20世纪60年代中期后成为美国基础教育改革的热点。如今美国家校合作的发展已趋于成熟,其制度、形式和内容等方面都日渐完善。在中国,随着社会的变迁、教育理念的更新与学校教育改革的深入,自20世纪80年代以来,家校合作受到教育界广泛重视,其在形式、内容等方面较之以前有了巨大的变化。但是与美国相比,我国家校合作还有很多不足之处。为了完善我国基础教育家校合作的发展,文章从历史的角度出发,全面梳理了中美两国家校合作的发展历程,比较了两国家校合作发展历程中的差异,并探讨了差异产生的原因,进而提出了完善我国家校合作的建议。文章主要包括五个部分,第一部分为绪论,主要包括选题缘由、对论文中概念的界定、关于家校合作的国内外研究综述、研究方法与研究内容,以及研究的创新点与难点。第二部分为美国家校合作的发展历程,分为萌芽期(19世纪50年代—20世纪60年代早期)、发展期(20世纪60年代中期—70年代末)和成熟期(20世纪80年代以来)。第三部分为中国家校合作的发展历程,分为萌芽期(20世纪初—40年代末)、初级期(20世纪50年代初—70年代末)和发展期(20世纪80年代以来)。第四部分为中美两国家校合作的比较,主要包括两个方面,一是对中美两国家校合作发展的差异进行了比较,二是对差异产生的原因进行了分析。首先,在中美两国家校合作发展的差异方面,文章主要从制度层面和实践层面进行了比较,在制度层面的差异主要表现为:(1)对家长参与学校的权利与义务的规定不同;(2)对政策的实施与操作不同;在实践层面的差异主要表现为:(1)组织形式的差异。美国的家长教师协会形成了从全国到州再到地方的组织体系,有着完备的规章制度,与美国相比,我国的家长委员会不成体系、力量分散,其组织建设也不够完善。(2)合作内容的差异。美国家校合作内容丰富,形式多样,而我国家校合作内容简单,形式单一。其次,在分析差异产生的原因方面,主要以下四个因素:(1)历史文化因素;(2)学校管理体制因素;(3)教师素质因素;(4)家庭情况因素。第五部分为美国家校合作经验对我国的启示,主要包括:(1)完善国家政策法规,保障家长参与的权利与义务;(2)健全家校组织机构,支持家长参与;(3)明确学校各方职责,保证家校合作顺利进行;(4)树立家长参与意识,促进家长主动参与。
[Abstract]:With the development of society, great changes have taken place in school and family. It is difficult to complete the development of basic education by the unilateral power of school or family. Only the cooperation of home and school can ensure the smooth progress of education. In the United States, home-school cooperation has received extensive attention since World War II, and has become a hot spot in American elementary education reform since the mid-1960s. Nowadays, the development of American national school cooperation has matured, and its system, form and content are becoming more and more perfect. In China, with the change of society, the renewal of educational idea and the deepening of school education reform, the cooperation between home and school has been paid more attention by the educational circles since the 1980s, and its form and content have changed greatly compared with before. But compared with the United States, our national school cooperation has many shortcomings. In order to improve the development of home-school cooperation in basic education in China, the article, from the historical point of view, comprehensively combs the development process of the cooperation between China and the United States, and compares the differences in the development process of the cooperation between the two countries. The reason of the difference is discussed, and the suggestion of perfecting our national school cooperation is put forward. The first part is the introduction, including the reason of selecting the topic, the definition of the concept in the paper, the domestic and foreign research review on home-school cooperation, the research methods and contents, as well as the innovative points and difficulties of the research. The second part is the development course of American national school cooperation, which is divided into budding period (1850s-early 1960s), development period (mid-1960s to late 1970s) and mature period (since 1980s). The third part is the development of home-school cooperation in China, which is divided into three stages: budding stage (early 1920s to the end of 1940s), primary stage (early 1950s to late 1970s) and development period (since 1980s). The fourth part is the comparison of the school cooperation between China and the United States, mainly including two aspects: one is to compare the differences between the two countries, the other is to analyze the causes of the differences. First of all, in the aspect of the difference of the cooperation development between Chinese and American schools, the article mainly compares from the system level and the practice level. The differences in the system level are as follows: (1) the stipulation of the parents' right and obligation to participate in the school is different; (2) the implementation and operation of policies are different, and the differences in practice are as follows: (1) the differences of organizational forms. The Parent-Teacher Association in the United States has formed an organizational system from the national to the state to the local level, with complete rules and regulations. Compared with the United States, the parent committees in our country are fragmented and decentralized. Its organization construction is not perfect. (2) the difference of cooperation content. American national school cooperation is rich in content and various forms, while our national school cooperation content is simple and the form is single. Secondly, in the analysis of the causes of the differences, the following four main factors: (1) historical and cultural factors; (2) school management system factors; (3) teachers' quality factors; (4) family situation factors. The fifth part is the enlightenment of the American national school cooperation experience to our country, including: (1) perfecting the national policies and regulations, guaranteeing the right and duty of parents' participation, (2) perfecting the organization of the home and school, supporting the parents' participation; (3) to clarify the responsibilities of all parties to the school, to ensure the smooth progress of the cooperation between home and school, (4) to establish the awareness of parents' participation and to promote the parents' active participation.
【学位授予单位】：湖北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G636

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