美國綜合高中課程設置中的普職融合研究
發(fā)布時間：2018-09-01 19:37
【摘要】：中等教育既是初等教育的繼續(xù),也是高等教育的基礎。中等教育分為初級中等教育和高級中等教育兩個階段。隨著社會發(fā)展,對科技人才需求的不斷提高,推動了教育改革的不斷深化。2010年頒布的《國家中長期教育改革和發(fā)展規(guī)劃綱要(2010——2020年)》中提出:在“加快普及高中階段教育”的同時“推動普通高中多樣化發(fā)展,推進培養(yǎng)模式多樣化,滿足不同潛質學生的發(fā)展需要;鼓勵有條件的普通高中根據需要適當增加職業(yè)教育的教學內容;采取多種方式,為在校生和未升學畢業(yè)生提供職業(yè)教育。探索綜合高中發(fā)展模式。”綜合高中,作為普通教育和職業(yè)教育的綜合體,開始了中等教育發(fā)展的新模式。美國作為邁出綜合高中實踐的先行者,經過上百年的實踐,在結合本土教育實際情況下,探索出了美國特色的綜合高中體系。課程則是整個教育過程的核心和靈魂,課程的設置決定綜合高中教育目的的實現(xiàn)程度,因此筆者決定通過研究美國綜合高中課程設置來了解普通教育和職業(yè)教育的融合。本研究以美國綜合高中課程設置中的普職融合為研究的問題,以美國綜合高中課程設置中體現(xiàn)普職融合發(fā)展歷程為主要時間線索,以美國綜合高中課程設置中普職融合的具體舉措為主要內容,以從美國綜合高中發(fā)展中得到的啟示和經驗為最終的落腳點。采用了文獻分析法和比較分析法來研究美國綜合高中課程中普職融合的發(fā)展。本研究一共分為五個部分進行。第一部分,緒論。包括問題的提出,研究的理論意義和實踐意義,國內外研究綜述,核心概念界定,研究方法以及本文的創(chuàng)新點和難點。第二部分,美國綜合高中課程設置中普職融合的發(fā)展背景�；仡櫫嗣绹C合高中發(fā)展歷程中的方方面面影響因素,研究了在不同的社會和時代背景下,普職融合究竟是如何在美國綜合高中課程中“存活”下來的。第三部分,美國綜合高中課程設置中普職融合的制度保障。從二十世紀初的《史密斯——休斯法案》中確立了職業(yè)教育發(fā)展的重要地位,到二十世紀中期的《中等教育的基本原則》頒布,明確規(guī)定了要發(fā)展綜合高中,要進行普職融合;再到二十世紀中期至二十世紀八十年代,經過了“帕金斯”系列法案推動,職業(yè)教育的對象開始擴大走向了全民職業(yè)化的道路,從二十世紀八十年代至今,經過“生計和技術教育”計劃的改革,美國職業(yè)教育步入了全民廣泛化階段,職業(yè)教育地位的提高,推動了普職融合的進程。第四部分,美國綜合高中課程設置中普職融合的具體舉措。研究了廣泛的課程類別,綜合高中學生課程設置廣泛多元;目前美國最流行的“三軌相交”的課程編制模式,普通軌、學術軌、職業(yè)軌三軌縱橫交錯,齊頭并進;美國高中普遍就有學分制的計分升學方式,現(xiàn)如今把這種方式也運用到綜合高中課程的考核中,大大提高學生學習的積極性,學分的互換,讓普通教育和職業(yè)教育的關系更加融合;由于美國綜合高中開設的課程廣泛多元,學生心智發(fā)育不夠成熟,所以在選課的時候需要稍加慎重,就推動了綜合高中當中出現(xiàn)了新的選課模式的出現(xiàn),開設了新的崗位,選課教師。第五部分,美國綜合高中課程設置中的普職融合對我國的啟示。筆者分析了美國綜合高中課程設置普職融合的特點,同時揭示了目前中等教育大環(huán)境背景下我國綜合高中發(fā)展的現(xiàn)狀與存在的問題。最后,筆者在學習美國綜合高中課程中普職融合的設置基礎上立足我國實際為我國綜合高中課程中普職融合的設置提出了建議。
[Abstract]:Secondary education is not only the continuation of primary education, but also the foundation of higher education. Secondary education is divided into two stages: primary secondary education and advanced secondary education. 10-2020) > put forward: in the "speed up the popularization of high school education" at the same time "to promote the diversified development of ordinary high schools, promote the diversification of training models to meet the development needs of different potential students; encourage qualified ordinary high schools to appropriate increase the teaching content of vocational education according to needs; adopt a variety of ways for students and non-students in school The comprehensive high school, as a combination of general education and vocational education, has begun a new mode of secondary education development. The United States, as a pioneer of comprehensive high school practice, has explored the characteristics of the United States after hundreds of years of practice and combined with the actual situation of local education. The curriculum is the core and soul of the whole education process. The curriculum setting determines the degree of realization of the goal of comprehensive high school education. Therefore, the author decided to study the curriculum design of comprehensive high school in the United States to understand the integration of general education and vocational education. The main clue is to reflect the development process of general vocational integration in the curriculum design of American comprehensive high schools. The main content is the specific measures of general vocational integration in the curriculum design of American comprehensive high schools. This study is divided into five parts. The first part is the introduction. It includes the questions raised, the theoretical and practical significance of the study, the research review at home and abroad, the definition of the core concepts, the research methods and the innovation and difficulties of this paper. The background of the development of the integration of general education and vocational education in the curriculum of high school in the United States is reviewed. The factors influencing the development of comprehensive high school in the United States are reviewed. How the integration of general education and vocational education survives in the curriculum of comprehensive high school in the United States under different social and historical backgrounds is studied. From the Smith-Hughes Act at the beginning of the twentieth century to the promulgation of the Basic Principles of Secondary Education in the middle of the twentieth century, it is clearly stipulated that general vocational integration should be carried out in order to develop comprehensive high schools, and then to the mid-twentieth century to the eighties of the twentieth century. The "Parkins" series of bills promote the expansion of the object of vocational education to the road of nationwide professionalization. Since the 1980s, through the reform of the "livelihood and technical education" program, American vocational education has entered the stage of nationwide popularization. The improvement of the status of vocational education has promoted the process of universal vocational integration. In this part, the author studies a wide range of curriculum types, and the curriculum of comprehensive high school students is widely diversified; the most popular "three-track intersection" curriculum model in the United States, the common track, the academic track, and the professional track are crisscrossed, moving forward side by side; American high schools generally have credits. The system of scoring is now applied to the assessment of comprehensive high school curriculum, greatly improving the enthusiasm of students to learn, credit exchange, so that the relationship between general education and vocational education more integrated; because the United States comprehensive high school curriculum is widely diversified, students'mental development is not mature enough, so the selection of courses. The fifth part is the Enlightenment of the general vocational integration in the curriculum of American comprehensive high schools to our country. The author analyzes the characteristics of the general vocational integration in the curriculum of American comprehensive high schools, and reveals the current middle schools. At last, the author puts forward some suggestions for the establishment of general vocational integration in Chinese comprehensive high school curriculum on the basis of studying the establishment of general vocational integration in American comprehensive high school curriculum.
【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G632.3
本文編號：2218145
[Abstract]:Secondary education is not only the continuation of primary education, but also the foundation of higher education. Secondary education is divided into two stages: primary secondary education and advanced secondary education. 10-2020) > put forward: in the "speed up the popularization of high school education" at the same time "to promote the diversified development of ordinary high schools, promote the diversification of training models to meet the development needs of different potential students; encourage qualified ordinary high schools to appropriate increase the teaching content of vocational education according to needs; adopt a variety of ways for students and non-students in school The comprehensive high school, as a combination of general education and vocational education, has begun a new mode of secondary education development. The United States, as a pioneer of comprehensive high school practice, has explored the characteristics of the United States after hundreds of years of practice and combined with the actual situation of local education. The curriculum is the core and soul of the whole education process. The curriculum setting determines the degree of realization of the goal of comprehensive high school education. Therefore, the author decided to study the curriculum design of comprehensive high school in the United States to understand the integration of general education and vocational education. The main clue is to reflect the development process of general vocational integration in the curriculum design of American comprehensive high schools. The main content is the specific measures of general vocational integration in the curriculum design of American comprehensive high schools. This study is divided into five parts. The first part is the introduction. It includes the questions raised, the theoretical and practical significance of the study, the research review at home and abroad, the definition of the core concepts, the research methods and the innovation and difficulties of this paper. The background of the development of the integration of general education and vocational education in the curriculum of high school in the United States is reviewed. The factors influencing the development of comprehensive high school in the United States are reviewed. How the integration of general education and vocational education survives in the curriculum of comprehensive high school in the United States under different social and historical backgrounds is studied. From the Smith-Hughes Act at the beginning of the twentieth century to the promulgation of the Basic Principles of Secondary Education in the middle of the twentieth century, it is clearly stipulated that general vocational integration should be carried out in order to develop comprehensive high schools, and then to the mid-twentieth century to the eighties of the twentieth century. The "Parkins" series of bills promote the expansion of the object of vocational education to the road of nationwide professionalization. Since the 1980s, through the reform of the "livelihood and technical education" program, American vocational education has entered the stage of nationwide popularization. The improvement of the status of vocational education has promoted the process of universal vocational integration. In this part, the author studies a wide range of curriculum types, and the curriculum of comprehensive high school students is widely diversified; the most popular "three-track intersection" curriculum model in the United States, the common track, the academic track, and the professional track are crisscrossed, moving forward side by side; American high schools generally have credits. The system of scoring is now applied to the assessment of comprehensive high school curriculum, greatly improving the enthusiasm of students to learn, credit exchange, so that the relationship between general education and vocational education more integrated; because the United States comprehensive high school curriculum is widely diversified, students'mental development is not mature enough, so the selection of courses. The fifth part is the Enlightenment of the general vocational integration in the curriculum of American comprehensive high schools to our country. The author analyzes the characteristics of the general vocational integration in the curriculum of American comprehensive high schools, and reveals the current middle schools. At last, the author puts forward some suggestions for the establishment of general vocational integration in Chinese comprehensive high school curriculum on the basis of studying the establishment of general vocational integration in American comprehensive high school curriculum.
【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G632.3
【參考文獻】
相關期刊論文 前10條
1 李敏;;美國中高等生涯與技術教育的課程銜接模式與策略[J];外國教育研究;2015年10期
2 劉麗群;王繼玲;;多元共享,適性發(fā)展——美國綜合高中課程設置的基本特點[J];課程教學研究;2015年05期
3 趙杰;李守彪;;美國高中教育階段三水平八模式的普職融合模式介評[J];教學與管理;2014年24期
4 劉麗群;彭李;;普職融通:我國高中階段教育改革與發(fā)展的整體趨向[J];湖南師范大學教育科學學報;2013年05期
5 劉麗群;;我國綜合高中發(fā)展的現(xiàn)實問題與路徑選擇[J];教育研究;2013年06期
6 王喜娟;;教育轉型視野中美國綜合高中的社會使命[J];外國教育研究;2013年01期
7 孫麗麗;趙蒙成;;論職業(yè)教育與普通教育的融合——美國的歷史與經驗[J];職教通訊;2012年34期
8 徐國慶;石偉平;;中高職銜接的課程論研究[J];教育研究;2012年05期
9 蔣春洋;柳海民;;“史密斯—休斯法案”與美國職業(yè)教育制度的確立及啟示[J];黑龍江高教研究;2012年05期
10 陳時見;赫棟峰;;美國高中課程改革的發(fā)展趨勢[J];比較教育研究;2011年05期
相關博士學位論文 前1條
1 王喜娟;美國綜合高中發(fā)展危機研究[D];東北師范大學;2010年
相關碩士學位論文 前10條
1 陳楚舒;美國職業(yè)生涯學院發(fā)展研究[D];福建師范大學;2015年
2 曲茜;美國綜合高中課程設置及其啟示[D];湖南師范大學;2014年
3 李婕;美國中等教育階段普通教育與職業(yè)教育的融合研究[D];廣西師范大學;2014年
4 周京樹;高中階段普職融通的實現(xiàn)路徑研究[D];南京師范大學;2013年
5 王輝;美國中高等職業(yè)教育銜接研究[D];西南大學;2012年
6 伊永生;我國綜合高中發(fā)展可行性研究[D];曲阜師范大學;2010年
7 張伯成;美國普通高中課程設計與實施研究[D];東北師范大學;2009年
8 康紅兵;農村綜合高中辦學模式的探索[D];南京師范大學;2007年
9 王蕓;美國綜合高中制度改革探析[D];東北師范大學;2007年
10 王曦;美國中等教育綜合化研究[D];華東師范大學;2007年
，本文編號：2218145
本文鏈接：http://www.sikaile.net/zhongdengjiaoyulunwen/2218145.html
