【摘要】：目前,中小學(xué)生下午放學(xué)較早而家長下班較晚,在這中間存在時間差,就造成了很多“鑰匙兒童”存在的現(xiàn)象。由于家長的工作時間延長等因素,兒童在正常上學(xué)的時間之外,存在大量空閑時間(如上學(xué)前、放學(xué)后、周末、暑假等時間)并大部分處于無人監(jiān)管狀態(tài)。為了防止和減少兒童和青少年在這個階段出現(xiàn)問題行為,美國實(shí)施了放學(xué)后計劃,主要針對低收入家庭和薄弱學(xué)校的兒童提供豐富的學(xué)習(xí)機(jī)會,并取得了積極的成果和影響。本文主要對美國放學(xué)后計劃的實(shí)施和發(fā)展情況進(jìn)行闡述和評論,以期為我國提供借鑒。本文共包括5章內(nèi)容。第一章是緒論,主要回顧了國內(nèi)外對美國放學(xué)后計劃的研究現(xiàn)狀,以及本研究選題背景和意義。第二章講述了美國放學(xué)后計劃提出的背景和發(fā)展過程。美國中小學(xué)生下午放學(xué)后問題行為頻現(xiàn),家長工作模式的轉(zhuǎn)變以及貧困問題等迫切需要政府加強(qiáng)對放學(xué)后教育的重視和投入。為了使學(xué)生在放學(xué)后有一個安全的和學(xué)習(xí)的場所,美國政府在1998年首次正式提出了21世紀(jì)社區(qū)學(xué)習(xí)中心計劃,為放學(xué)后計劃提供聯(lián)邦專項撥款,隨后放學(xué)后計劃得到了社會各界的廣泛認(rèn)可。第三章介紹了美國放學(xué)后計劃的基本情況和實(shí)施狀況,包括放學(xué)后計劃的參與者、人員組成、開放時間、活動內(nèi)容和資金情況,最后舉例說明放學(xué)后計劃在加利福尼亞、夏威夷和哥倫比亞特區(qū)的發(fā)展情況。第四章講述了美國放學(xué)后計劃的特點(diǎn)、影響和挑戰(zhàn),總結(jié)了高質(zhì)量的放學(xué)后計劃的特點(diǎn),對放學(xué)后計劃實(shí)施的效果進(jìn)行總體評價。放學(xué)后計劃對改善學(xué)生的學(xué)業(yè)和行為方面起到了積極的作用,對家庭和社會也產(chǎn)生了有益影響,但同時也面臨著挑戰(zhàn)。第五章闡述了美國放學(xué)后計劃對我國的啟示:明確教育目標(biāo),豐富放學(xué)后教育的內(nèi)容和形式;建立與學(xué)校、社區(qū)和家長的合作溝通機(jī)制;加強(qiáng)對放學(xué)后教育的學(xué)術(shù)研究和質(zhì)量評估。加強(qiáng)對放學(xué)后教育的政策和資金支持;加強(qiáng)放學(xué)后教育領(lǐng)域基礎(chǔ)設(shè)施建設(shè);重視對放學(xué)后教育師資隊伍的建設(shè)。
[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.
【學(xué)位授予單位】：蘇州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G639.712

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